12/17/08 Minute Math Only

The only homework tonight is Minute Math.

12/15/08 Addition with Regrouping

Part 1 (Daily Reading Homework): your child needs to read at least 20 minutes every night. Record what they read, how long they read for and then initial it. Thanks!

Part 2 (Minute Math): Minute Math is a daily activity. It is not due until Friday.

Part 3 (Addition with Regrouping): We have been working on adding two digit numbers recently. Please work with your child and have them solve the addition problems on the back of the homework sheet. Do they understand the process? Can they explain to you why they are doing what they are doing? Please let me know how it goes.

12/11/08 Get Ready for Tomorrow's Tests

Part 1 (Daily Reading Homework): your child needs to read at least 20 minutes every night. Record what they read, how long they read for and then initial it. Thanks!

Part 2 (Spelling): We have a Spelling Test tomorrow. Are you ready?

Part 3 (Minute Math): Minute Math is a daily activity. It is not due until Friday.

12/10/08 Reading Comprehension

Part 1 (Daily Reading Homework): your child needs to read at least 20 minutes every night. Please record what they read, how long they read for and then initial it. Thanks!

Part 2 (Reading Comprehension): Have your student read the very short article, “Animal Travelers.” After reading it they are to answer the 6 questions about the story. They are to use implicit and explicit knowledge to answer the questions. Please check your student’s understanding. Can they tell you why they answer the way they do? Can they make connections from the story to real life experiences? Are they able to read the story fluently? Please let me know how it goes below.

Part 3 (Minute Math): Minute Math is a daily activity. It is not due until Friday.

Part 1 (Daily Reading Homework): your child needs to read at least 20 minutes every night. Please record what they read, how long they read for and then initial it. Thanks!

Part 2 (Adjectives): We have worked on adjectives and the kids know that adjectives are describing words. I’d like your student to complete the Adjective Homework. Please make sure they can tell you why they are answering the way they are.
Color adjectives: blue, green, red, pale...
Size adjectives: huge, little, tiny...
Number adjective: six, two, many, few, nine...

Part 3 (Minute Math): Minute Math is a daily activity. It is not due until Friday.

Part 4 (Estimating Sums): Math Mat 8-2 goes right along with what we did yesterday (rounding to the nearest 10). Please work with your student to make sure they understand the concept. First your student should figure out how much the tens place adds up to and then how much the ones places add up to and then how much they add up to together. 29+25 goes like this: 2 dimes plus 2 dimes equals 40 cents. 9 cents plus 5 cents equals 14 cents. 40+14=54 cents. Two quarters wouldn’t cover that cost.

12/8/08 Finding the Nearest Ten

Part 1 (Daily Reading Homework): your child needs to read at least 20 minutes every night. Please record what they read, how long they read for and then initial it. Thanks!

Part 2 (Finding the Closest Ten): We are starting our math unit on adding two-digit numbers with regrouping. Wow! I need a lot of help from you, the families, with this one! Some students find this skill particularly difficult but I know all will be well if we all pull together! The first lesson of this unit is called “Finding the Closest Ten.” We are looking at number lines and deciding which increment of ten a number is closest to (10, 20, 30, 40, 50, etc.). The number 36 would be closer to 40 than 30 so we say that it is about 40. The number 32 is closer to 30 than 40 so we say about 30. I’ve taught the children that if the number has a 5 in the ones place to go up to the next ten (35 is about 40).  Please have your student finish the unfinished problems on Mathmat #8-1. For problem #13 they need to decide if 44. 47, 51, or 55 is about 50 (the answer is 51). Problem 17 is a journal problem and the kids need to use their own words to say which ten 63 is closest to. For example:
63 is about 60. I know it is because it is closer to 6o than to 70.

The key is having your child understand that they can round numbers to the nearest ten. Anything ending in 0, 1, 2, 3 or 4 is rounded down to the ten below it and anything ending in 5,6,7,8, or 9 rounds up to the next ten.

I am also sending home a math mat called Adding Two Digit Numbers that does not have to be returned. On one side is a game that I highly recommend you play with your child, the other has vocabulary words, home activities, and mental math on it. Please go over it with your student and let me know how it goes.

Part 3 (Math): Drops in the Bucket Math: we are reviewing many of the math facts that we have learned to date: comparing numbers, patterns, adding and subtracting, how many in all, money, place value, time, and shapes.
When working on Drops in the Bucket with your student please constantly ask them to explain themselves to you. Say things like: “How do you know that?” and “Tell me why.” when they give you answers. On problem #3 the students are asked to do some double digit addition and subtraction. Check to see if your student starts in the ones place. There is regrouping in the first problem. Problem #9 deals with telling time. Many of the children don’t know how to tell time on a clock with a face yet. If this is still hard for your child read the face to them, “8:00” and then have them write the time on the digital clock. Please work with your child on telling time! Please let me know if you are starting to work with your child on telling time on an analog (face) clock and how it is going. Problem #8 involves adding 24 to 24... the 24 on the left is pretty straightforward but the 24 on the right is tricky: there are 14 cubes in the ones place there and 10 of them should be regrouped into the tens place.

Part 4 (Minute Math): Minute Math is a daily activity. It is not due until Friday.

12/4/08 Please be Ready for Tomorrow's Tests

Part 1 (Daily Reading Homework): your child needs to read at least 20 minutes every night. Record what they read, how long they read for and then initial it. Thanks!
What was read? Time spent reading parent’s initials

Part 2 (Spelling): We have a Spelling Test tomorrow. Are you ready?

Part 3 (Minute Math): Minute Math is a daily activity. It is not due until Friday.

One more thing: Do you have any questions or concerns? Is there anything you’d like to discuss regarding your child’s education? Any comments on the class, work load, pacing, or anything else? How about the Minute Math? I know that some students were struggling with the subtraction problems. Please write me a note, e-mail me at kcopeland@newbraunfels.txed.net, or call me at 627-6622. I know what a bullet-train of a year this has been! I am very proud of this class and feel that they are coming along nicely. I want to make it clear to everyone that I am here for you and want to do everything I can to educate your children to the best of my ability. Next week we are starting to work on addition with re-grouping so I will need a LOT of help from all of you. Thanks and have a great evening! KJC

12/3/08 Plural Nouns

Part 1 (Daily Reading Homework): your child needs to read at least 20 minutes every night. Please record what they read, how long they read for and then initial it.

Part 2 (Plural Nouns): The kids are learning how to turn singular nouns into plural nouns. Obviously, most words simply require an “s” to added to the end to make them singular. There are some exceptions: words that end in x, sh, ch, or s all get “es” added instead of just an “s.”

Thus: 1 dish, 2 dishes
1 fox, 2 foxes
1 sandwich, 2 sandwiches
1 coat, 2 coats
1 goat, 2 goats
1 mess, 2 messes

Have your student complete the practice worksheet and check their understanding.

Part 3 (Minute Math): Minute Math is a daily activity. It is not due until Friday.

12/1/08

Part 1 (Daily Reading Homework): your child needs to read at least 20 minutes every night. Please record what they read, how long they read for and then initial it. Thanks!

Part 2 (Mental Math): We are in a unit called Mental Math and the children are figuring out ways to quickly subtract numbers in their heads. Please have them finish today’s math mat. Please have your child come up with their own Journal problem for #15. They need a story that subtracts 20 from 42. For example:
I have 42 cookies. I eat 20 of them. To figure out 42 minus 20 I take two tens away from the tens place... 40... 30... 20. 40 minus two tens leaves 20. I don’t do anything to the ones place so 42-20=22!

The key is having your child understand that they can manipulate the tens place easily without having to make any changes to the ones place if the number being subtracted is a multiple of ten (10,20,30,40, etc.).

Part 3 (Math): Drops in the Bucket Math: we are reviewing many of the math facts that we have learned to date: comparing numbers, patterns, adding and subtracting, how many in all, money, place value, time, and shapes.
When working on Drops in the Bucket with your student please constantly ask them to explain themselves to you. Say things like: “How do you know that?” and “Tell me why.” when they give you answers. On problem #3 the students are asked to do some double digit addition and subtraction. Check to see if your student starts in the ones place. Problem #9 deals with telling time. Many of the children don’t know how to tell time on a clock with a face yet. If this is still hard for your child read the face to them, “12:05” and then have them write the time on the digital clock. Please work with your child on telling time! Please let me know if you are starting to work with your child on telling time on an analog (face) clock and how it is going. Problem #8 involves adding 44 to 44... the 44 on the left is pretty straightforward but the 44 on the right is tricky: there are 14 cubes in the ones place there and 10 of them should be regrouped into the tens place.

Part 4 (Minute Math): Minute Math is a daily activity. It is not due until Friday.

11/20/08 Study for Spelling & Vocabulary Tests

Part 1 (Daily Reading Homework): your child needs to read at least 20 minutes every night. Please record what they read, how long they read for and then initial it. Thanks!

Part 2 (Spelling): We have a Spelling Test tomorrow. Are you ready?

Part 3 (Minute Math): Minute Math is a daily activity. It is not due until Friday.

11/19/08

Part 1 Reading
Part 2 Comprehension
Part 3 Minute Math
Part 4 Finish Mental Math (Using the Hundreds Chart)

11/18/08 Mental Math, Word Order

Part 1 (Reading)

Part 2 (Word Order): Tonight’s homework is simple enough: your student needs to re-order the words on the worksheet to make sentences that make sense. After sentences A 1-3 they need to right the word question or statement depending upon what kind of sentence it is. For sentences B 1-2 They just need to re-order the words in a way that makes sense and pay special attention to using proper punctuation marks.

Part 3 (Minute Math): Minute Math is a daily activity. It is not due until Friday. How is your child doing with subtraction minute math?

Part 4 (Mental Math): We continue to learn little mental ways to quickly add up numbers. The idea is to have the students do quick

mental equations to be able to easily come up with answers when adding and subtracting.  It can be rather tricky to get across to 2nd graders, though.  I need a LOT of help on this one. We’ve been working on a concept called "Making the Next Ten."  The students are learning that when they add numbers together they need to start thinking about how to get to the next "ten" on the number line (10, 20, 30, 40... etc).  Consider this example: I am adding 19+4.  Now, the next ten is 20.  I am one step away from being at 20.  So, using mental math, I change the problem from 19+4 into 20+3!  I just move one of my ones over and the problem gets easier!

If I were adding 57+5 I would go through a similar series of steps:  the next "ten" would be 60 so I know that I need to turn the 57 into 60...  hmmmm....  I "take" 3 from the 5 and move it over to the 57... the 57 turns into 60 and the 5 turns into 2.  The whole problem has changed from 57+5 into 60+2 and is now an easier problem because I made the next ten. Today we worked on adding tens and ones. Here is an example: When Your child gets to problem #20 they need to explain how they add 14+41. For example, they might say first I added the tens... 10 plus 40 is 50. Then I added the ones... 4 plus 1 is 5... then I put it all together: 50 plus 5 is 55! Please check your child’s understanding. Have a nice night!

11/17/08 Mental Math "Get to the Next Ten," Drops in the Bucket

Part 1 (Daily Reading Homework): your child needs to read at least 20 minutes every night. Please record what they read, how long they read for and then initial it. Thanks!

Part 2 (Mental Math, Get to the Next Ten): We are in a unit called Mental Math and the children are figuring out ways to quickly add up numbers in their heads. Please have them finish today’s math math.  We are working on the concept of getting to the next "ten".  If you are adding 28+4 then the next "ten" to get to is 30.  Use up 2 of the ones you are adding and get to 30.  The problem changes from 28+4 into 30+2.  This can be a tough concept so have a bit of patience if your child is still struggling with it...

Part 3 (Math): Drops in the Bucket Math: we are reviewing many of the math facts that we have learned to date: comparing numbers, patterns, adding and subtracting, how many in all, money, place value, time, and shapes.
When working on Drops in the Bucket with your student please constantly ask them to explain themselves to you. Say things like: “How do you know that?” and “Tell me why.” when they give you answers. On problem #3 the students are asked to do some double digit addition and subtraction. Check to see if your student starts in the ones place. Problem #9 deals with telling time. Many of the children don’t know how to tell time on a clock with a face yet. If this is still hard for your child read the face to them, “4:35” and then have them write the time on the digital clock. Please work with your child on telling time! Please let me know if you are starting to work with your child on telling time on an analog (face) clock and how it is going.

Part 4 (Minute Math): Minute Math is a daily activity. It is not due until Friday.

11/13/08 Study for the Spelling & Vocabulary Tests Tomorrow

Part 1 (Daily Reading Homework): your child needs to read at least 20 minutes every night. Please record what they read, how long they read for and then initial it. Thanks!

Part 2 (Spelling): We have a Spelling Test tomorrow. Are you ready?

Part 3 (Minute Math): Minute Math is a daily activity. It is not due until Friday.

11/12/08 Get Ready for Tomorrow's Math Test, Comprehension

Part 1 (Daily Reading Homework): There is no reading homework tonight. I’d rather your student spend time going over the math pre-test that they took today to be ready for tomorrow’s big test. See Part 2 of tonight’s homework... :) Also, I’m not saying not to read... read if you want to... I’m saying that you aren’t required to read tonight.

Part 2 (Go Over the Math Test): Tomorrow we are participating in a district-wide math benchmark. It covers everything we’ve learned this year. Today I gave a pre-test over the material. Please review the test with your child tonight and check their understanding. I found that many children are having problems with two-step problems (see problems #12 & #14). Please send your child to school tomorrow well rested, well fed, and ready to think! I am very proud of these kids and know the class will do well.

Part 3 (Reading Comprehension): One of the main focuses of our year has been reading comprehension. Simply reading a book, article, or passage isn’t enough. Readers need to be able to re-tell what they’ve read in their own words! After reading the passage “Pet Day at School” they need to answer 4 questions about it. Please discuss with your children why they are answering the way they are. If there are two good answers is one of them better than the other? Is your child able to tell you why he or she is giving the answers he or she gives?

Part 4 (Minute Math): Minute Math is a daily activity. It is not due until Friday.

11/11/08 Past Tense Verbs

Part 1 (Daily Reading Homework): your child needs to read at least 20 minutes every night. Please record what they read, how long they read for and then initial it. Thanks!

Part 2 (Past Tense Verbs): From early on in your child’s education, they have probably heard about “action words.” We are studying verbs. Tonight’s homework is simple enough: your student needs to choose the correct verbs to fit the story and then change them to past tense. Help becomes helped. We have a chant we say in class. It goes, “Verb! It’s what you do! Verb! It’s what you do!” Please let me know how your child does with this concept.

Part 3 (Minute Math): Minute Math is a daily activity. It is not due until Friday.

11/10/2008 Mental Math & Drops in the Bucket

Part 1 (Daily Reading Homework): your child needs to read at least 20 minutes every night. Please record what they read, how long they read for and then initial it. Thanks!

Part 2 (Mental Math): We are starting a unit called Mental Math and the children are starting to figure out ways to quickly add up numbers in their heads. Go over the work they’ve already done and then work through problems #19-21 on the math mat. Check their understanding as they go. Please make sure they create their own journal story of problem #21.

Part 3 (Math): Drops in the Bucket Math: we are reviewing many of the math facts that we have learned to date: comparing numbers, patterns, adding and subtracting, how many in all, money, place value, time, and shapes.
When working on Drops in the Bucket with your student please constantly ask them to explain themselves to you. Say things like: “How do you know that?” and “Tell me why.” when they give you answers.  On problem #3 the students are asked to do some double digit addition and subtraction. Check to see if your student starts in the ones place.  Problem #9 deals with telling time. Many of the children don’t know how to tell time on a clock with a face yet. If this is still hard for your child read the face to them, “11:40” and then have them write the time on the digital clock. Please work with your child on telling time!

Part 4 (Minute Math): Minute Math is a daily activity. It is not due until Friday.

11/6/08 Study for the Math & Spelling Tests

Part 1 (Daily Reading Homework): your child needs to read at least 20 minutes every night. Please record what they read, how long they read for and then initial it. Thanks!

Part 2 (Money): Tomorrow we are having a test about money. Please give your child the money test I am sending tonight. See how they do. Tonight’s test is almost exactly the same as the one I’ll be giving tomorrow so you should have a pretty good idea of where your child is tonight. Don’t help them solve any answers tonight. Let them figure out their own solutions. After giving them the test go back and “grade” it with them and check their understanding. Let me know how it goes!

Part 3 (Spelling): We have a Spelling Test tomorrow. Are you ready?

Part 4 (Minute Math): Minute Math is a daily activity. It is not due until Friday.

11/5/08 Counting Money, Comprehension

Part 1 (Daily Reading Homework): your child needs to read at least 20 minutes every night. Below, please record what they read, how long they read for and then initial it. Thanks!

Part 2 (Reading Comprehension): One of the main focuses of our year has been reading comprehension. Simply reading a book, article, or passage isn’t enough. Readers need to be able to re-tell what they’ve read in their own words! Tonight your student is reading a passage about dollar coins. (Is there anyone out there that remembers when the Susan B coin came out? I sure do!) They need to answer 4 questions about the passage. Please discuss with your children why they are answering the way they are. If there are two good answers is one of them better than the other? Is your child able to tell you why he or she is giving the answers he or she gives?

Part 3 (Get Out Some Coins & Count Them): Please get out some coins and have your child  show off his or her money counting skills. We have a BIG math test next week. How is your child doing with counting money? How about skills that were covered earlier in the year? How about basic addition and subtraction skills? Below, please let me know what you are seeing in the home setting. We’re all in this together! How did the coin counting go?

Part 4 (Minute Math): Minute Math is a daily activity. It is not due until Friday.

11/4/08 Verbs

Part 1 (Daily Reading Homework): your child needs to read at least 20 minutes every night. Below, please record what they read, how long they read for and then initial it. Thanks!
What was read? Time spent reading parent’s initials

Part 2 (Verbs): We have another night working on verbs! The kids need to read the sentences and then write the verb from each sentence on the given line. This is a pretty simple assignment as the students are doing well identifying verbs. Problem B requires the students to write their own sentence and then circle their own verb.

Part 3 (Minute Math): Minute Math is a daily activity. It is not due until Friday.

11/3/08 All Kinds of Math!

Part 1 (Daily Reading Homework): your child needs to read at least 20 minutes every night. Below, please record what they read, how long they read for and then initial it. Thanks!

Part 2 (Comparing Collections of Coins): Today’s math lesson requires two things to be done. First, the kids need to be able to count collections of coins. Next, they need to compare those collections. Some kids are still confused by the symbols for less than, equal to, and greater than. Please check your own student’s understanding. The journal problem (#10) has your student drawing a collection of coins that adds up to a value that is less than 55¢. Have them draw it and add it up.

Part 3 (Math): Drops in the Bucket Math: we are reviewing many of the math facts that we have learned to date: comparing numbers, patterns, adding and subtracting, how many in all, money, place value, time, and shapes.
When working on Drops in the Bucket with your student please constantly ask them to explain themselves to you. Say things like: “How do you know that?” and “Tell me why.” when they give you answers.
On problem #3 the students are asked to do some double digit addition and subtraction. I’ve taught them to re-write the problems “up and down” and then solve them.   Problem #9 deals with telling time. Many of the children don’t know how to tell time on a clock with a face yet. If this is still hard for your child read the face to them, “7:10” and then have them write the time on the digital clock. Please work with your child on telling time!

Part 4 (Minute Math): Minute Math is a daily activity. It is not due until Friday.

10/30/08 Money & Study for Spelling Test

Part 1 (Daily Reading Homework): your child needs to read at least 20 minutes every night. Please record what they read, how long they read for and then initial it. Thanks!

Part 2 (Money): we continue to work on counting coins. Please work with your student to have them finish the math math 5-3 Counting Collections of Coins. Problem #8 is a journal problem. They need to create their own story and draw the coins that go with it. For example:
I found 75¢ ... first I found a quarter, then I found 4 dimes and then I found a nickel and 5 pennies. That is 75¢ altogether.
They need to draw the coins that go with their story. We’ve practiced this in class.

Part 3 (Spelling): We have a Spelling Test tomorrow. Are you ready?

Part 4 (Minute Math): Minute Math is a daily activity. It is not due until Friday.

One more thing: I’d like to get from you how your child is doing with all of these different skills. Do you feel the books they are reading are at the right levels? Is the coin counting coming easily to them? What is your impression of how they are doing with basic writing and spelling skills? Please drop me a note sometime with your impressions about how your child is developing academically! I am quite honored to be the teacher to such a wonderful group of students! This is optional, obviously, but it helps he gauge the progress of the class as a whole...

10/29/08 Comprehension: Making Predictions

Part 1 (Daily Reading Homework): your child needs to read at least 20 minutes every night. Below, please record what they read, how long they read for and then initial it. Thanks!

Part 2 (Reading Comprehension): One of the main focuses of our year has been reading comprehension. Simply reading a book, article, or passage isn’t enough. Readers need to be able to re-tell what they’ve read in their own words!  Tonight your student is reading another short passage about bats. We’ve previously studied bats so they already have some knowledge to start with. After they read the passage then need to answer 4 simple questions about the passage. There is explicit and implicit information available to help your student answer the questions. Explicit means that the information is written on the page. Implicit means that they figure out their answer from clues provided on the page. Readers need to constantly check for implicit and explicit information. See if your child can readily figure out the main idea of the article. Can they use clues to figure out what kind of book the article is from? Can they finish the chart at #4 with a good title? Do they know what a myth is?

Part 3 (Your Turn to Write #8, Predictions): Your student did some pre-writing today with YTTW #8. I am sending it home again. I’d like them to make it even neater and better. We will be using YTTW #8 in class tomorrow to write a paragraph dealing with making predictions, the clues that help us make predictions, and outcomes. I have already assigned each pre-writing a letter grade. Please go over your student’s work and make sure they understand what we are doing. Even if your child’s YTTW #8 is already wonderful it can still be made neater.  Here is an example of the kind of paragraph they'll be expected to write tomorrow from the pre-writing exercise YTTW #8:

Part 4 (Minute Math): Minute Math is a daily activity. It is not due until Friday.

10/28/08 Punctuation & Counting Money

Part 1 (Daily Reading Homework): your child needs to read at least 20 minutes every night. Please record what they read, how long they read for and then initial it. Thanks!

Part 2 (Punctuation): We are constantly talking about what makes a sentence. As we all know, sentences are complete ideas that begin with capital letters and end with punctuation marks. Tonight I’d like your student to figure out what kind of sentences they are working with.   We have:

• Basic telling sentences that give information
  
• Question sentences that ask for information
  
• Exclamation sentences that show strong emotion
  
• Command sentences that are for telling someone what to do 
  

Your student is to put the appropriate punctuation at the end of each sentence and then fill in the blank with what kind of sentence it is. Please discuss their answers and reasons with them.

Part 3 (Finish Questions 7-9 of the Quarter and Half Dollar Work): Please note that your student needs to come up with their own story for the journal entry. For example:
I have 3 dimes, a nickel, and a quarter. 30+5+25=60. I have 60 cents so I have enough to buy the orange. I count it this way: 30, 35, 60!
The important part is that your student actively think about how he or she could add the coins together to get to 60 cents.

Part 4 (Minute Math): Minute Math is a daily activity. It is not due until Friday. 

10/27/08 Math: Money

Part 1 (Daily Reading Homework): your child needs to read at least 20 minutes every night. Please record what they read, how long they read for and then initial it. Thanks!

Part 2 (Counting Money with Corn Sack Count): Friends, it is time for your student to learn how to count money! Let me say that money counting can be a bit difficult some some students so I need all the help I can get on this one! Please, please, please work with your child on counting money at home! Tonight’s homework involves counting pennies, nickels, and dimes. I suggest that you find some real coins that your leaner can work with as they count coins. One more thing: if your little one gets frustrated don’t let it bother you too much... we’ll all be counting coins and making change in no time.
Part 3 (Money Counting Math Mat): There is a game on one side of the math mat that we played in class today. It would be worth getting some coins out and playing it with your student. Also, go over the Home-School connection on the other side of the mat with your child and have them do the activities given.

Part 4 (Minute Math): Minute Math is a daily activity. It is not due until Friday. The grade on Friday is calculated like this: 20 points per day Minute Math is done at home plus one point for every correct answer on Friday (a student who did their Minute Math every day and got 11 correct on Friday would get a grade of 91: 80 points for the days worked at home plus 11 for the right answers at school). Have your child finish as many of each day’s problems as they can with a pen in 1 minute. Mark how many they got right in 1 minute at the bottom and then initial. Then have your child finish the unanswered questions with a pencil. This needs to be done every day but does not need to be turned in until Friday. If you have any questions about minute math please contact me.

10/23/08 Writing, Math & Spelling

Part 1 (Daily Reading Homework): your child needs to read at least 20 minutes every night. Please record what they read, how long they read for and then initial it. Thanks!

Part 2 (Writing): Every day in class we engage in writing. Parents, I’d like to have your children do some writing with you. I’ve sent home one of the “draw & write” sheets that we use in class. I’d like your student to do their best job drawing and writing using the word infest. (one of this weeks’ vocabulary words). If they have trouble remembering what infest means say, “Mr. Copeland’s dog is infested with fleas!” That should jog their memories. Parents, see if your student is starting their sentences with capital letters and ending with punctuation marks. Do the sentences tell complete ideas? Is the writing neat and legible?

Part 3 (Study for the Spelling Test): We have a spelling test tomorrow. Are you ready?

Part 4 (Minute Math): Minute Math is a daily activity. It is not due until Friday. The grade on Friday is calculated like this: 20 points per day Minute Math is done at home plus one point for every correct answer on Friday (a student who did their Minute Math every day and got 11 correct on Friday would get a grade of 91: 80 points for the days worked at home plus 11 for the right answers at school). Have your child finish as many of each day’s problems as they can with a pen in 1 minute. Mark how many they got right in 1 minute at the bottom and then initial. Then have your child finish the unanswered questions with a pencil. This needs to be done every day but does not need to be turned in until Friday. If you have any questions about minute math please contact me.

10/22/08 Comprehension, Cause & Effect, and Math

Part 1 (Daily Reading Homework): your child needs to read at least 20 minutes every night. Please record what they read, how long they read for and then initial it.

Part 2 (Reading Comprehension): One of the main focuses of our year has been reading comprehension. Simply reading a book, article, or passage isn’t enough. Readers need to be able to re-tell what they’ve read in their own words! Tonight your student is reading a short passage about spiders. They need to use the implicit and explicit information in the three paragraphs to answer four simple questions. Please have your student explain to you their answers and why they marked what they’ve marked. You should also ask your child to tell you what the main idea of the article is and have them show you the main idea sentence.

Part 3 (Minute Math): Minute Math is a daily activity. It is not due until Friday.

Part 4 (Cause and Effect): We are working on writing about cause and effect. We are starting with Your Turn to Write #7. Your child is to write about making something happen. On the left side of the sheet should be causes. On the right side they need to write effects.  I’ve sent home the example that I showed the students this morning. I’d like your student to re-do their Your Turn to Write #7 (I am including the one they completed in class today). If the one they’ve already done is fine then they should look for ways to write it neater and make it nicer on the copy they are writing tonight. Some students need to start over and focus on writing causes and the effects that go with them. We will use the completed YTTW#7 to write a paragraph in class tomorrow. Please go over their YTTW#7 to make sure that they understood and completed the assignment correctly.

10/21/08 Pronouns & Math

Part 1 (Daily Reading Homework): your child needs to read at least 20 minutes every night. Please record what they read, how long they read for and then initial it.

Part 2 (Pronouns): We are beginning to work on pronouns. A pronoun is a word that stands in for a proper noun. Example: Richard is a proper noun. I could write Richard is running. I could also replace the word Richard with the pronoun he and write He is running.

Part 3 (Minute Math): Minute Math is a daily activity. It is not due until Friday.

Part 4 (Place Value): In math we started working on Place Value (OK... re-visiting Place Value). Please look over the Math Mat with your student, discuss the game they played in class, and try the home-school connections listed on the front of the math math with your student.

10/20/08 Math & Reading

Part 1 (Daily Reading Homework): your child needs to read at least 20 minutes every night.

Part 2 (Two Part Math Problems): I have been working with the kids on solving two part math problems. It has been touch and go for some of them. Please review this concept with your child. Consider problem #1: Carmen found 4 shells on Monday and 5 more on Tuesday. How many shells does Carmen have? The problem continues: If Carmen finds 6 more on Wednesday, how many shells will she have then? The problem needs to be solved in two steps:  4+5=9  and then 9+6=15
Check to see if your learner understands that they need to figure out the first part of the problem before they move onto the second part of the problem. Also know that some two part math problems go from being addition problems to subtraction problems and visa versa. For the journal problem (#8) please have your student write their own 2 part problem. For example: Tyrell has 6 cars. Chandler gives him 8 more. After that he loses 4 cars. How many cars does he end up with? 6+8=14 then 14-4=10 so Tyrell has 10 cars.


Part 3 (Math): Drops in the Bucket Math: we are reviewing many of the math facts that we have learned to date: comparing numbers, patterns, adding and subtracting, how many in all, money, place value, time, and shapes.
When working on Drops in the Bucket with your student please constantly ask them to explain themselves to you. Say things like: “How do you know that?” and “Tell me why.” when they give you answers.
On problem #3 the students are asked to do some double digit addition and subtraction. I’ve taught them to re-write the problems “up and down” and then solve them. 
Problem #9 deals with telling time. Many of the children don’t know how to tell time on a clock with a face yet. If this is still hard for your child read the face to them, “5:00” and then have them write the time on the digital clock.

Part 4 (Minute Math): Minute Math is a daily activity. It is not due until Friday.

10/16/08 Study for the Spelling Test Tomorrow

I was out from school today.  The sub assured me that she would remind the kids to study for the spelling test tomorrow!

10/15/08 Writing, Comprehension, & Math

Part 1 (Daily Reading Homework): your child needs to read at least 20 minutes every night. 

Part 2 (Reading Comprehension): One of the main focuses of our year has been reading comprehension. Simply reading a book, article, or passage isn’t enough. Readers need to be able to re-tell what they’ve read in their own words!  Tonight your student is reading a short passage about bats. We have been studying bats this week so they already have some knowledge to start with. After they read the passage then need to answer 4 simple questions about the passage. There is explicit and implicit information available to help your student answer the questions. Explicit means that the information is written on the page. Implicit means that they figure out their answer from clues provided on the page. Readers need to constantly check for implicit and explicit information.

Part 3 (Writing with a Purpose): Your student needs to write a short paragraph about why we should like bats. Their paper should have a title on the top line. They should skip the next line and then begin their paragraph with a main idea sentence. Often, the title of an article and it’s main idea sentence will be exactly the same! After the main idea sentence your student should write 3-4 detail sentences that let us know exactly why we should like bats. I am sending home a similiar assignment that we worked on in class today (feel free to use it as a reference and then keep it at home). This does not have to be a long piece ans your student should be able to finish it neatly and quickly.

Part 4 (Minute Math): Minute Math is a daily activity. It is not due until Friday.

10/14/08 Verbs & Math

Part 1 (Daily Reading Homework): your child needs to read at least 20 minutes every night.

Part 2 (Verbs): From early on in your child’s education, they have probably heard about “action words.” When I taught 1st grade we often used the terms “action words” more often than we used the real term: verbs. We are now studying verbs. Tonight’s homework is simple enough: your student is to draw a line from the sentences to the verbs that go in them. After that they are to write the verb into the sentence to complete the sentence. Discuss with your child why they choose what they choose. Do they understand that verbs are action words? We have a chant we say in class. It goes, “Verb! It’s what you do! Verb! It’s what you do!” Please let me know how your child does with this concept.

Part 3 (Minute Math): Minute Math is a daily activity. It is not due until Friday.

10/13/18 Math & Reading

Part 1 (Daily Reading Homework): your child needs to read at least 20 minutes every night.

Part 2 (Math): Drops in the Bucket Math: we are reviewing many of the math facts that we have learned to date: comparing numbers, patterns, adding and subtracting, how many in all, money, place value, time, and shapes.
When working on Drops in the Bucket with your student please constantly ask them to explain themselves to you. Say things like: “How do you know that?” and “Tell me why.” when they give you answers.
On problem #3 the students are asked to do some double digit addition and subtraction. I’ve taught them to re-write the problems “up and down” and then solve them.   Problem #9 deals with telling time. Many of the children don’t know how to tell time on a clock with a face yet. If this is still hard for your child read the face to them, “6:20” and then have them write the time on the digital clock.

Part 3 (Minute Math): Minute Math is a daily activity. It is not due until Friday. The grade on Friday is calculated like this: 20 points per day Minute Math is done at home plus one point for every correct answer on Friday (a student who did their Minute Math every day and got 11 correct on Friday would get a grade of 91: 80 points for the days worked at home plus 11 for the right answers at school). Have your child finish as many of each day’s problems as they can with a pen in 1 minute. Mark how many they got right in 1 minute at the bottom and then initial. Then have your child finish the unanswered questions with a pencil. This needs to be done every day but does not need to be turned in until Friday. If you have any questions about minute math please contact me.

Part 4 (Thinking Addition 18 to Subtract): The kids have been studying how to use their addition facts to solve subtraction problems. For example, a kid might know that 6+5=11. Knowing that addition fact should help your learner be able to quickly tell you that 11-5=6. Knowing one should help them know the other. Problem 17 asks the kids to write a subtraction story. Then they are to include an addition fact that could help solve the story. For example: I have 4 pies and I eat one. I have 3 pies left. 4-1=3. An addition fact that helps me know that is 1+3=4. Please make sure they explain themselves like that on #17.

10/9/08 Writing, Spelling & Math

Part 1 (Daily Reading Homework): your child needs to read at least 20 minutes every night. Please record what they read, how long they read for and then initial it.


Part 2 (Writing): Every day in class we engage in writing. Parents, I’d like to have your children do some writing with you. I’ve sent home one of the “draw & write” sheets that we use in class. I’d like your student to do their best job drawing and writing about something that is fierce (one of this week's vocabulary words). Parents, see if your student is starting their sentences with capital letters and ending with punctuation marks. Do the sentences tell complete ideas? Is the writing neat and legible? Give your student about 20 +/- minutes to do this assignment and see how they do.  The assignment reads: "Draw and write about a creature that is fierce. Use a lot of details. Use complete sentences. Use describing words. Start sentences with capital letters and end them with punctuation marks."

Part 3 (Study for the Spelling Test): We have a spelling test tomorrow. Are you ready?

Part 4 (Minute Math): Minute Math is a daily activity. It is not due until Friday. The grade on Friday is calculated like this: 20 points per day Minute Math is done at home plus one point for every correct answer on Friday (a student who did their Minute Math every day and got 11 correct on Friday would get a grade of 91: 80 points for the days worked at home plus 11 for the right answers at school). Have your child finish as many of each day’s problems as they can with a pen in 1 minute. Mark how many they got right in 1 minute at the bottom and then initial. Then have your child finish the unanswered questions with a pencil. This needs to be done every day but does not need to be turned in until Friday. If you have any questions about minute math please contact me.

10/8/08 Reading for Comprehension, Minute Math

Part 1 (Daily Reading Homework): your child needs to read at least 20 minutes every night. Please record what they read, how long they read for and then initial it.

Part 2 (Reading Comprehension): One of the main focuses of our year has been reading comprehension. Simply reading a book, article, or passage isn’t enough. Readers need to be able to re-tell what they’ve read in their own words! Tonight your student is reading a short passage about the explorer Christopher Columbus. After they read the passage then need to answer 4 simple questions about the passage. We have talked at great length about implicit and explicit information. All of the questions asked about this passage are explicit (that means the answer is clearly stated in the passage). Please discuss you child’s answers with them. Why are they answering the way they do? Also, please check if your child understands the difference between explicit and implicit. Let me know how it goes!

Part 3 (Minute Math): Minute Math is a daily activity. It is not due until Friday. The grade on Friday is calculated like this: 20 points per day Minute Math is done at home plus one point for every correct answer on Friday (a student who did their Minute Math every day and got 11 correct on Friday would get a grade of 91: 80 points for the days worked at home plus 11 for the right answers at school). Have your child finish as many of each day’s problems as they can with a pen in 1 minute. Mark how many they got right in 1 minute at the bottom and then initial. Then have your child finish the unanswered questions with a pencil. This needs to be done every day but does not need to be turned in until Friday. If you have any questions about minute math please contact me.

10/7/08 Simple Sentences, Minute Math

Part 1 (Daily Reading Homework): your child needs to read at least 20 minutes every night. Please record what they read, how long they read for and then initial it. Thanks!

Part 2 (Writing Simple Sentences): Since the beginning of the year we have been working on understanding that a sentence:

*Tells one idea
*Begin with a capital letter
*Ends with a punctuation mark
*Needs to “make sense” and “sound right”

Tonight your student will be working on simple sentences. The instructions are easy enough: they use the words provided in the box to make complete sentences. Please have your learner explain to you why they are making the sentences they are making.

Part 3 (Minute Math): Minute Math is a daily activity. It is not due until Friday. The grade on Friday is calculated like this: 20 points per day Minute Math is done at home plus one point for every correct answer on Friday (a student who did their Minute Math every day and got 11 correct on Friday would get a grade of 91: 80 points for the days worked at home plus 11 for the right answers at school). Have your child finish as many of each day’s problems as they can with a pen in 1 minute. Mark how many they got right in 1 minute at the bottom and then initial. Then have your child finish the unanswered questions with a pencil. This needs to be done every day but does not need to be turned in until Friday. If you have any questions about minute math please contact me.

10/6/08 Minute Math, Drops in the Bucket Math, and Reading

Part 1 (Daily Reading Homework): your child needs to read at least 20 minutes every night. Please record what they read, how long they read for and then initial it. Thanks!

Part 2 (Math): Drops in the Bucket Math: we are reviewing many of the math facts that we have learned to date: comparing numbers, patterns, fact families, adding and subtracting, how many in all, money, place value, time, and shapes.

When working on Drops in the Bucket with your student please constantly ask them to explain themselves to you. Say things like: “How do you know that?” and “Tell me why.” when they give you answers.

On problem #3 the students are asked to do some double digit addition and subtraction. I’ve taught them to re-write the problems “up and down” and then solve them.

Problem #9 deals with telling time. Many of the children don’t know how to tell time on a clock with a face yet. If this is still hard for your child read the face to them, “11:35” and then have them write the time on the digital clock.

Part 3 (Minute Math): Minute Math is a daily activity. It is not due until Fri

day. The grade on Friday is calculated like this: 20 points per day Minute Math is done at home plus 1 point for every correct answer on Friday (a student who did their Minute Math every day and got 11 correct on Friday would get a grade of 91... 80 points for the days worked at home plus 11 for the right answers at school). Have your child finish as many of each day’s problems as they can with a pen in 1 minute. Mark how many they got right in 1 minute at the bottom and then initial. Then have your child finish the unanswered questions with a pencil. This needs to be done every day but does not need to be turned in until Friday. If you have any questions about minute math please contact me.

Part 4 (Parent-Teacher Conference): Students, have your parent e-mail me, write me a note or call me to let me know when they’d like a Parent-Teacher Conference.

10/2/08 Reading with the Family

Part 1 (Daily Reading Homework): I am sending home a book-bag for your child tonight. This is a book from our school’s Guided Reading Room so please ask your student to be careful not to loose it (these books are expensive to replace). Please have your child read to you from this book. I’d like to hear from you how your child did. Was the book right on level? Too easy? Too hard? Is it a genre they enjoy? I’d like to personalize each child’s reading experience and feedback from the family members can be very helpful in this regard. As always, your child needs to read at least 20 minutes every night. Please record what they read, how long they read for and then initial it. They are free to read books above and beyond those I send home for them. Thanks!

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Part 2 (Minute Math): Have your child finish as many of Thursday’s problems as they can with a pen in 1 minute. Mark how many they got right in 1 minute at the bottom and then initial. Then have your child finish the unanswered questions with a pencil. This needs to be done every day but does not need to be turned in until Friday. If you have any questions about minute math please contact me.

10/1/08 Adding Three Numbers Together

Part 1 (Daily Reading Homework): your child needs to read at least 20 minutes every night. Please record what they read, how long they read for and then initial it. Thanks!

Part 2 (Math): Today we have been learning to add three addends at a time. Example: 5+5+2=12. The main focus of the lesson was that the kids need to add two of the addends first and then add in the remaining addend. In the above example it might goes like this: “5 plus 5 is 10. Then I add 2 more and I get 12.” Or it could go: “2 plus 5 is 7. Next I’ll add the other 5 to that 7 and I’ll get 12.” Have your student complete the Do you understand section on the Guided Practice page (right under problems 3 & 4. They need to show two different ways to add 3+4+7. They need to do that again with problems 15 and 17. They need to show different ways to add three numbers together. To the right is an example of how to add 5+6+4


Part 3 (Minute Math): Night 3 of minute math. Have your child finish as many of Wednesday's problems as they can with a pen in 1 minute. Mark how many they got right in 1 minute at the bottom and then initial. Then have your child finish the unanswered questions with a pencil. This needs to be done every day but does not need to be turned in until Friday. If you have any questions about minute math please contact me.

9/30/03 Adding in any Order

Part 1 (Daily Reading Homework): your child needs to read at least 20 minutes every night. Below, please record what they read, how long they read for and then initial it. Thanks!
What was read? Time spent reading parent’s initials



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Part 2 (Math): Today’s math lesson was about adding in any order. The addends that add up to the sum can be written in any order at all. For example: 6+2=8 is exactly the same as 2+6=8. The sum doesn’t change. I’ve used the same addends in both number sentences but merely arranged them in a different order. Some students want to move the sum but most have learned that the sum stays at the end of an addition number sentence. Have your student complete questions 11 through 13 of the homework and explain their answers to you. On #13 please make sure that they follow directions and draw pictures representing the problem.

Part 3 (Minute Math): Night 2 of minute math. Have your child finish as many of Tuesday’s problems as they can with a pen in 1 minute. Mark how many they got right in 1 minute at the bottom and then initial. Then have your child finish the unanswered questions with a pencil. This needs to be done every day but does not need to be turned in until Friday. If you have any questions about minute math please contact me.

9/29/08 Doubles & Near Doubles, Reading, Minute Math

Part 1 (Daily Reading Homework): your child needs to read at least 20 minutes every night. Please record what they read, how long they read for and then initial it. Thanks!

Part 2 (Math): We are working on doubles math facts and near doubles math facts. The kids need to start being able to automatically tell us facts such as: 6+6=12 and 5+5=10 without having to spend time working it out with fingers or add on counting. Knowing doubles math facts can be very helpful to young mathematicians! Today in class we worked on using doubles to quickly figure out problems involving near doubles. Since 5+5=10 then 5+6=11 because 5+6 is one more than 5+5 and one more than 10 is 11. Many kids began to quickly answer near doubles questions that we talked about today. Some still want to do add on counting or use their fingers to figure out these problems. Try to help your student see that if they know a double math fact they can quickly figure out a near double math fact. Please have your child complete the math mat and explain to you how they figured out their answers.

Part 3 (Minute Math): This week we are starting minute math. Have your child finish as many of Monday’s problems as they can with a pen in 1 minute. Mark how many they got right in 1 minute at the bottom and then initial. Then have your child finish the unanswered questions with a pencil. This needs to be done every day but does not need to be turned in until Friday. If you have any questions about minute math please contact me.

2nd Grade Phonics & Reading Homework, September 24.

This is due tomorrow, September 25 (Thursday). Parents, please sign and return the homework form. This is the last piece of homework this week.

Part 1 (Daily Reading Homework): your child needs to read at least 20 minutes every night. Please record what they read, how long they read for and then initial it. Thanks!



Part 2 (Phonics): We work on phonemic awareness every day in school. As a matter of fact, your child has been doing phonics lessons since they first walked into school way back in Kindergarten! Phonics lessons focus on students working with sounds... kids build and take-apart words as they gain mastery over the English language.
One of my favorite tools for teaching phonemic awareness is a book called Making Words: Lessons for Home or School. Your child is already well practiced at Making Words lessons. We’ve already done 14 this year. I am sending home Making Words #15 so that your learner can practice these skills in the home environment. Here is how to run the lesson:

*Your child will cut out the letters at the top of the page and spread them out.
*Once they have their letters spread out have them make at. Make sure that they MAKE at before they write at.
*Say, “Now add 1 letter to change at into ate. What do we add at the end to make at into ate?”
*Say, “Now change it into are. Are. Show me how to make the word are.”
*”Now make cat. c/a/t... cat”
*Change 1 letter to turn it into hat... h/a/t... hat.”
*Add 1 letter to change hat into hate... what sneaky letter can we add to make hat into hate?”
*”Now change hate into rate.”
*”Add 1 letter to turn rate into crate.”
*”Now make the word catch... c/a/t/ch... catch.”
*”Can you figure out the secret word? (give them a chance to figure out the secret word). The secret word is catcher. Make catcher.”
*Have your child do part 2 (sorting the words) and then part 3 (transfer the sounds).

Please go over what they’ve done and see how comfortable they are with Making Words. I am putting the instruction sheet from Making Words on the other side of the form for just so you can see what it says.

9/23/08 Homework: place value

Part 1 (Daily Reading Homework): your child needs to read at least 20 minutes every night. Please record what they read, how long they read for and then initial it. Thanks!


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Part 2 (Math): We work on place value every morning. We discuss things such as: “The number 72 has 7 things in the tens place and 2 things in the ones place. The 7 tens in the tens place are worth 70 and the 2 ones in the ones place are worth 2.”

Your student will be working with digits in the tens and ones place. Check their understanding. Make sure that they know that the 6 things in the tens place are worth 60 and the 3 things in the ones place are worth 3 in problem #4. Have them compare and contrast the numbers given in problems #9 & #10 and then write about it in the space provided for problem #11. Have a great night! KJC

PS To the left you'll see the "base ten blocks" we use in class to study place value. They sure have changed over the years! Back in the '70s (when I was in grade school) they were made of wood... now they are blue and plastic! If you remember the old wood place value blocks raise your hand!

Homework up to 9 22 08

Monday, Sept. 22

Part 1: Read for 20 minutes and mark on homework sheet what was read.

Part 2 (Math): The main point of today’s math lesson was to get the kids to quickly be able to tell me a sum using a starting number and then adding 0, 1, or 2 more. Try this: point at your student and ask them, “What is two more than 5?” Do they immediately say, “Seven” or do they have to think about it a bit? Practice with them. Say:
“What is zero more than 9?”
“What is 1 more than 6?”
“What is 2 more than 8?”
“What is 1 more than 11?”

This may seem simplistic but it is an important skill. Some students quickly gain confidence in this and some need more time. I’d like you to get a feel for how quickly your learner can tell you an answer to a problem using 1 more, 2 more, or zero more. Have your student complete questions 23-25. I want them to make up their own story for #25. Let me know how it goes! Have a great night!

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Thursday, Sept. 18 Math & Reading homework:

Part 1 (Math): Dear Parents & Families. we are hitting basic addition hard in this unit. Much of our focus will be on adding doubles and near doubles. Tonight’s math homework is called Domino Dots. The students need to create math sentences using the domino illustrations provided. Note that the last three problems are looking for missing numbers. If your child fills in the missing domino dots on those three dominoes they will find the missing parts of those number sentences. Please discuss HOW your children know what they know as they do this work. Feel free to send me comments or feedback. I love to know how homework goes!


Part 2 (Daily Reading Homework): your child needs to reed at least 20 minutes every night. Please record what they read, how long they read for and then initial it (there is now a space for reading on the homework sheet). Thanks! KJC




Wednesday, Sept 17 Homework in two parts: vocabulary & math:

Part 1 (vocabulary): I've sent home a sheet titled Four Square. Parents, one of my favorite times of the day is that part of my workday when I teach vocabulary. I am sending home a vocabulary assignment tonight. It is called Vocabulary Four Square! Your student needs to fill in the Four Square sheet using the word “steep.”

They are to:
*Write the word steep.
*Write out the meaning of steep. They need to use complete sentences. They need to start sentences with capital letters and end sentences with exclamation marks.
*Your student needs to use steep in a sentence.
*Finally, have your student draw a picture of something that is steep.
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Part 2 (math): Parents, we are working on adding doubles! Have your student do these addition problems and then discuss them with you.

1+1=____

2+2=____

3+3=____

4+4=____

5+5=____

6+6=____

7+7=____

8+8=____

9+9=____

10+10=____

Ask your student if they notice any kind of pattern as they add doubles. Discuss what pattern they see as they add doubles.
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Tuesday, Sept 16th As we get further into addition and subtraction, I find that one skill is very important: add-on counting. Above you’ll see how I teach add-on counting. Please have your child answer the addition problems using add-on counting. Also, I am sending home the math mat game board the kids used in class today. You should try playing that game with them... it is fun for them! You’ll need a paperclip and a pencil to make a spinner out of... your child can show you. Have a good evening! Make sure your learner is doing the hand motions that go with add-on counting! KJC
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Monday, Sept 15 We took the end of the unit test today. It was supposed to have been administered on Friday but the early release changed that. To close out this first unit, I am sending home a test. There are two versions of the end of the unit test over addition and subtraction: Form A and Form B. If your child took the Form A Test today then their homework is Test Form B and visa-versa.

I’d like you to have your child take the test in the home environment and explain their thinking to you as they take it. Hopefully they’ve learned a few things:
How many more or how many less problems are trying to find the difference and are subtraction problems.
How many in all questions are addition problems.
If we know both parts then we are trying to find the whole and we are looking at an addition problem.
If we know the whole and one part then we are trying to find the missing part and we are looking at a subtraction problem.

As before, many students are coming up with answers without showing their work. See if your learner can illustrate how they arrived at their answers. Please let me know what you observe about your student’s understanding of this test. Have a great night. KJC
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Friday, Sept 12 Obviously there is no homework on Fridays. However, that doesn't mean that the kids shouldn't do anything! Read! Read! Read with your kids! I love to hear kids come back from the weekend and say, "Mr. Copeland, guess what I read this weekend!" It makes my heart soar!

I hope everyone stays safe and dry this weekend. I encourage everyone to register for NBISD's FlashNews. Just go to www.newbraunfels.txed.net to sign up. You can recieve e-mails and/or cell phone text messages about emergencies facing NBISD.

Come to think of it, there is a bit of homework I'd like to assign: my students are all old enough to remember their home phone numbers! Friends, please start working with your child to have them memorize their home phone number.

Peace. KJC

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Science Homework, September 11th. This is due tomorrow, September 12 (Friday). Parents & students, please sign and return this form.

Tonight’s homework will build on the work we've been doing in class (see blog entry above). I would like your learner to fill out the Venn Diagram that is on the other side of this sheet to compare and contrast frogs and toads (they’ve done this assignment before comparing and contrasting other animals). Next, they should take a lined piece of paper and write complete sentences comparing and contrasting frogs and toads using the information they put in the Venn Diagram. The sentences should explain at least two ways frogs and toads are alike and two ways they are different. The writing should clearly show that frogs and toads are being compared and contrasted. They should write their name and date in the upper right hand corner of the lined sheet of paper and the title Frogs and Toads on the top line
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9/10/08 Math Homework: review your child’s math test with him or her. Give them the math test again after the review and see how they do with the concepts outside of the classroom. Please remind them to show their work. This is due tomorrow, Sept 11, 2008. Have a great evening.

Parents of the Room 310 2nd Graders,
we are coming to the end of unit 1 which focused on addition and subtraction. I am sending home the test that the children took over the unit. Please go over it with them. I will be giving another test on Friday over the same material. Don’t worry if your child didn’t do well on this first exam. They will have the opportunity to replace the grade.


Here are some of the things I noticed:
Many students aren’t showing their work. I can tell you that I continually stress that they need to show how they came up with answers but most of them still just bubble in the answer when they see what they believe to be the right answer. Please go over your child’s test with them and see if they showed their work.
Some are still confused about when a problem is an addition problem and when it is a subtraction problem. Words like “altogether” and “how many in all” always indicate addition problems. “How many more” and “what’s the difference” indicate subtraction problems.
We’ve learned to think of these problems as part/part/whole. If the whole is missing then the students need to add the parts to find the whole. If a part is missing they need to subtract the known part from the whole to find the missing part.

I am attaching a copy of the test with all of the correct answers. Let’s go through the test...

Problem 1. The whole is missing and the two parts are known. This is an addition problem.

Problem 2. The whole is known and one part is known. This is a subtraction problem. If they fill in the missing side until they get to the whole (12) they will find the missing part. Since the left side has 4 dots in it and the whole is 12 the student should start putting dots into the right part: “Dot 5, dot 6, dot 7, dot 8, dot 9, dot 10, dot 11, dot 12. OK... I’ve filled in the part with the missing dots. I see that there are 8 dots in that side. So 12-4=8.”

Problem 3. Everything is known: part/part/whole. The only thing missing is one number sentence from the fact family. The student looks at the three sentences that are already filled in and then decides how to fill in the missing sentence. The missing sentence is the only subtraction sentence that could work.

Problem 4. The problem asks “how many altogether?” so it is an addition problem. Also not that both parts are shown in the illustration but the whole is missing... another indication that this is an addition problem.

Problem 5. Problem 5 asks “How many in all?” so it is an addition problem. I have illustrated the part/part/whole that could have been drawn.

Problem 6. The problem talks about balloons going away. It is a subtraction problem. My favorite way to draw one like this is to draw a dot for each balloon that Tim had and then to circle the ones he gave away. Another way is to draw the part/part/whole... we know the whole was 10 (what he started with) and we know the part he gave away (8) so we are looking for the missing part. The student could draw “balloon 9... balloon 10... OK, it looks like I’ve drawn 2 balloons in that part. 10-8=2.”

Problem 7. “How many more?” problems are always subtraction problems. I’ve illustrated one more way to show this. I drew the fish that Rico had and I circled the ones Carla had leaving me with the difference. I could also have done a part/part/whole illustration.

Folks, this can be tricky stuff and we are just getting the year going. Please praise your learners for what they’ve done well with and help them along with the concepts they aren’t all the way there with yet. I have faith that everyone will do great as the year progresses.

Thanks, Kerstan Copeland

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9/9/08 Daily Language Review Homework This is due tomorrow, September 10 (Wednesday).

Every day in Room 310 we practice English skills with our Daily Language Review. Parents, I’d like you to sit down with your learner and see how they do with this at home (again). I am sending home TWO DLRs together (Monday of Week 3 and Tuesday of Week 3). Please note that your student has already had a crack at these in class. They might say, “I’ve already done these!” Just smile and say, “Good, then they’ll be easy for you!” I’d like to know how they do with them in the home environment.

A couple of things to watch for: In problem 2 of Monday the sentence reads “his bike is blue with a orange seat” ... one of the things that has been harder to explain to the students is that a orange seat needs to be changed to an orange seat because the word after a starts with a vowel sound. This has been a challenging concept to teach the kids. As time goes on they will begin to get a sense of what sounds right but I am not surprised that many are having trouble with the rule now. Problem 5 of Tuesday asks the kids to group like words. Hopefully your student sees that ten, six, and twenty have something in common and that the word many is the odd word out.

Please let me know how this goes. The Daily Language Review is something that we will be working with all year and I’d like the students to be as proficient as possible with them as soon as possible. Thanks and have a great evening!

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9/8/08 Math Homework Parents: we continue to work on fact families. In case you’ve not heard the term, a fact family is a group of 4 number sentences that all go together. For example, I could make a fact family out of the numbers 4, 6, and 10. There are only four ways for 4, 6, and 10 to fit together:

4+6=10
6+4=10
10-4=6
10-6=4

2nd Grade Math Homework, September 8th. This is due tomorrow, September 9th (Tuesday).

Please work with your student to complete problems 6, 7, and 8 on today’s math mat. Note: your student needs to come up with their own fact family for problem 8. If you look inside the math mat at problems 1-4 you’ll see that the students have been learning about fact families as a continuation of part/part/whole problems (number 1 has one part as 4, the other part as 5, for a whole of 9 dots). Please have your student create their own part/part/whole illustration when they come up with a fact family for number 8. Thanks and have a great evening! Sincerely, Mr. Kerstan Copeland