Responsive Classroom
Our classroom works according to the Responsive Classroom framework. At the beginning of the school year, students are explicitly taught the expectations for procedures, routines, classroom behavior, and social interactions. Students write about their "Hopes and Goals" for the school year , and from these goals we create our classroom rules. Under the Responsive Classroom framework, teaching children about social interaction plays an equally important role as academic learning. We strive to make our classroom a respectful place for learning, problem solving, and teamwork, to help prepare children for real life.
Weekly Charts
The Weekly Chart is sent home to inform families of their children's progress on "Approaches to Learning." These are behaviors that contribute to successful learning in the classroom. The Approaches to Learning replaced the comments on the interims and report cards in school year 2014-15. This change is the first step in the District's plan to move to a new report card. Please refer to the Approaches to Learning rubric for descriptors of specifics for each behavior.
The first weekly chart of the year is sent the Friday after Parent Open House, and they continue each week throughout the year. Parents are expected to sign each weekly chart, and they are to be returned to school on the first day of the following week. The weekly chart is an important piece of communication between home and school, and children are held accountable for delivering it to an adult at home, and returning it to school. A consequence (1 missed recess) is given if the chart is not returned by the second day of the week. In the event that the chart is lost or destroyed, a parent note or email stating that the chart was seen is sufficient in place of returning the chart.
The first weekly chart of the year is sent the Friday after Parent Open House, and they continue each week throughout the year. Parents are expected to sign each weekly chart, and they are to be returned to school on the first day of the following week. The weekly chart is an important piece of communication between home and school, and children are held accountable for delivering it to an adult at home, and returning it to school. A consequence (1 missed recess) is given if the chart is not returned by the second day of the week. In the event that the chart is lost or destroyed, a parent note or email stating that the chart was seen is sufficient in place of returning the chart.
The Daily 5/Daily 3
Children are participating in a structure called Daily 5 for Language Arts, and Daily 3 for math. Daily 5 refers to five "rounds" of instruction and independent practice. The rounds are Read to Self, Work on Writing, Read to Someone, Listen to Reading, and Work on Words. Each round includes a short, focused lesson to teach a reading or writing skill, followed by a period of time for students to engage in authentic reading or writing. Teachers meet with children individually or in small groups to target specific learning needs. In Daily 3 math, the structure is the same, including a short focus lesson followed by time for independent practice. There are 3 rounds for math: Math by Myself, Math with Someone, and Math Writing. These structures account for the attention span of second graders, naturally incorporate movement breaks as children transition from round to round, and help students develop stamina - the ability to engage in an activity independently for longer periods of time.
Homework
Just as many other things about school have evolved over the years, so has homework. Most of us parents grew up with homework every night: math problems copied out of a textbook onto looseleaf paper, or writing our spelling words three times each. Research over the past 20-30 years has shown that these types of homework have little to no benefit for elementary-age students. Research has also shown that students do benefit greatly from reading at home. The only homework students will have this year is reading. Second graders vary greatly in their reading ability and comfort level. Students should be encouraged to read for as long as they can each night. As the year progresses, we would hope that their reading stamina increases to 15-20 minutes in a sitting, but it may not for all developing readers.
Snack
School provides a fruit or vegetable snack for children each day Monday-Thursday. One purpose of snack is to expose students to new and interesting types of fruit and vegetables. Students will be encouraged to taste new things and discover what they like.
On Fridays, they are permitted to bring a fruit or vegetable snack from home. Whole pieces of fruit or vegetables (apples, oranges, pears, bananas, plums, grapes, nectarines, tangerines, strawberries, cherry tomatoes, baby carrots, snap peas), cut fruit or vegetables (cantaloupe, honeydew, pineapple, green/red/yellow peppers, celery, carrots, cucumbers), applesauce, and single-serving fruit cups (like fruit cocktail) are great choices. Please try to provide a spoon if your child is bringing applesauce or a fruit cup.
On Fridays, they are permitted to bring a fruit or vegetable snack from home. Whole pieces of fruit or vegetables (apples, oranges, pears, bananas, plums, grapes, nectarines, tangerines, strawberries, cherry tomatoes, baby carrots, snap peas), cut fruit or vegetables (cantaloupe, honeydew, pineapple, green/red/yellow peppers, celery, carrots, cucumbers), applesauce, and single-serving fruit cups (like fruit cocktail) are great choices. Please try to provide a spoon if your child is bringing applesauce or a fruit cup.