• January 8 - January 11

    Posted by Kerri Zitar on 1/11/2019 3:30:00 PM

    one little word bulletin board

     

    Welcome back 2nd grade families! We are so excited to begin the third quarter of the 2018-2019 school year,  and we have many fun learning adventures planned! We took it easy this week and spent a lot of time with each other renewing our strong sense of community. We will be jumping into third quarter content next week.  

     

     

    Introduction

     

    Ms. Simond

     

    Dear Families,

     My name is Leah Simond and I will be student teaching in your child’s classroom this semester. I will be at Knox Gifted Academy on Monday, Wednesday, Thursday and Friday from 8:00 AM to 4:00 PM.

     I am attending my third semester at ASU. I previously graduated from Scottsdale Community College with an Associate’s Degree in Arts. In my free-time I enjoy being outdoors whether it’s hiking or camping. I also enjoy painting. I am an Early Childhood Special Education major at ASU.

    My prior experience in education would be my three previous internships I completed as well as observations. My first internship was 30 hours in a fourth-grade classroom and my observations were completed in a LRC and Special Education classroom in both Elementary/ High School settings. My second internship was 100 hours in a Preschool setting. My third internship was 100 hours in a Preschool Special Education setting where I also gathered data and observations.

    I am extremely excited to start my student teaching at Knox Gifted Academy. I’m looking forward to building relationships with the educators, students and families. My goal is to learn the foundations to becoming a positive, successful educator.

    Thank you so much for accepting me in your child’s classroom. I can’t wait to spend the semester with the students and watching them grow.

     

    Sincerely,

    Leah Simond

    Reminders

     
    Tardies - Please remember that school begins at 9:00 a.m. Our tardy bell rings at 9:10 a.m. Students entering the classroom after 9:10 a.m. will be marked tardy.
     
    Birthday Treats - We love to celebrate birthdays in 2nd grade. However, due to severe allergies in the grade level, we ask that you only send in non-edible birthday treats if you want to send in treats to celebrate. Also, we only celebrate in homeroom classes.

    Assignments

    We update grades weekly in Infinite Campus, please make sure you are checking their grades on a regular basis. If your child has a grade marked as "M" in Infinite Campus, that means that the assignment is missing. Missing will count as a zero. We strongly encourage our students to be present in class. While we understand medical appointments are necessary, we might not be able to provide the lesson individually to your child. If a student is missing class time, they will be excused from the assignment. However, many assignments last several hours/days. If a child is only missing fifteen minutes of class time, they will be expected to complete the assignment in class. Some assignments CANNOT be completed for a better grade, the decision is made by the second grade team. 

    Email

    Thank you to all our parents that are emailing the entire team. We would just like to remind everyone that when sending an email, please email all four members of the team. We will forward your email to the rest of the team if you are not sending it to all of us. You may notice that when you send an email to one teacher, the response is sent to all members of the second grade team. We all work with the students and are responsible for their learning. Thank you for your understanding. 

    Pearl Tests

    Pearl tests may NOT be taken if your child has missing assignments. The pearl test time is used for catch up time instead of taking an optional pearl test. Pearl sign ups are located on a clipboard in each of the homeroom spaces. Students can sign up Monday-Thursday. A great time for students to sign up is after they have completed their morning work or at the end of the day during unfinished work time. Students may not disrupt the class to sign up during instruction time. Students may only take one test per week. Homeroom teachers will list the names on the website after grading the tests. Students are notified on Monday afternoon of the pearl results. Homeroom teachers show the tests to the students, but we do not give the tests to the students. Pearl tests are not completed if that homeroom teacher is absent. 

    Upcoming Dates

    January 14: Art Masterpiece- Bush

    January 15: Homework Due- You Be the Expert project topic chosen with parent signature

    January 15: Art Masterpiece- Heitic

    January 16: Art Masterpiece- Zichichi

    January 17: Homework Due- You Be the Expert project mode of presentation chosen with parent signature

    January 17: Art Masterpiece- Zitar

    January 21: No School

    January 22: Homework Due- You Be the Expert project resources with parent signature

    January 25: Dr. Zichichi Scholastic Book Order Due Zichichi Book Order

    January 29: Homework Due- You Be the Expert project facts gathered with parent signature

    February 5: Homework Due- You Be the Expert project has begun with parent signature

    February 25: You Be the Expert Innovators Due in Class

    Second Grade Wishlist:

    *Wet Ones Wipes (or the generic brand)

    Please send in a pair of headphones or earbuds for YOUR child. They will use them throughout the year. These will only be used for your child. 

     

    Comments (-1)
  • December 17 - December 20

    Posted by Tara Zichichi on 12/20/2018 12:00:00 PM

    Please remember that school begins at 9:00 a.m. Our tardy bell rings at 9:10 a.m. Students entering the classroom after 9:10 a.m. will be marked tardy.

    This week we enjoyed our own spirit week. Our students have worked very hard this quarter and they were rewarded with a week of crafts, reading, activities, and fun!  

     

    Reminders

     
     
    Birthday Treats - We love to celebrate birthdays in 2nd grade. However, due to severe allergies in the grade level, we ask that you only send in non-edible birthday treats if you want to send in treats to celebrate. Also, we only celebrate in homeroom classes.

    Assignments

    We update grades weekly in Infinite Campus, please make sure you are checking their grades on a regular basis. If your child has a grade marked as "M" in Infinite Campus, that means that the assignment is missing. Missing will count as a zero. We strongly encourage our students to be present in class. While we understand medical appointments are necessary, we might not be able to provide the lesson individually to your child. If a student is missing class time, they will be excused from the assignment. However, many assignments last several hours/days. If a child is only missing fifteen minutes of class time, they will be expected to complete the assignment in class. Some assignments CANNOT be completed for a better grade, the decision is made by the second grade team. 

    Email

    Thank you to all our parents that are emailing the entire team. We would just like to remind everyone that when sending an email, please email all four members of the team. We will forward your email to the rest of the team if you are not sending it to all of us. You may notice that when you send an email to one teacher, the response is sent to all members of the second grade team. We all work with the students and are responsible for their learning. Thank you for your understanding. 

    Pearl Tests

    Pearl tests may NOT be taken if your child has missing assignments. The pearl test time is used for catch up time instead of taking an optional pearl test. Pearl sign ups are located on a clipboard in each of the homeroom spaces. Students can sign up Monday-Thursday. A great time for students to sign up is after they have completed their morning work or at the end of the day during unfinished work time. Students may not disrupt the class to sign up during instruction time. Students may only take one test per week. Homeroom teachers will list the names on the website after grading the tests. Students are notified on Monday afternoon of the pearl results. Homeroom teachers show the tests to the students, but we do not give the tests to the students. Pearl tests are not completed if that homeroom teacher is absent. 

    Upcoming Dates

     

    December 20: Second quarter ends

    December 20: Jingle Jog

    December 21: Report cards will post by 5:00 p.m., please check Infinite Campus to see your child's grades 

    December 21- January 7: No School

    January 8: Back to School, First Day of Third Quarter

    January 14: Art Masterpiece- Bush

    January 15: Art Masterpiece- Heitic

    January 16: Art Masterpiece- Zichichi

    January 17: Art Masterpiece- Zitar

    January 21: No School

    Second Grade Wishlist:

    *Wet Ones Wipes (or the generic brand)

    Please send in a pair of headphones or earbuds for YOUR child. They will use them throughout the year. These will only be used for your child. 

     

    Comments (-1)
  • December 10 - December 14

    Posted by Kerri Zitar on 12/14/2018 3:30:00 PM

    Please remember that school begins at 9:00 a.m. Our tardy bell rings at 9:10 a.m. Students entering the classroom after 9:10 a.m. will be marked tardy.

     

    Integrated Studies

    This quarter in Integrated Studies starts off with an in-depth exploration of the American Revolution. Dr. Zichichi will lead students through an interactive literature study of  The Revolutionary War - An Interactive History Adventure by Elizabeth Raum. Mrs. Zitar will guide students down the road to revolution as they explore the reasons leading up to the American Revolution through simulations, non-fiction close reads and short writing assignments. Mrs. Bush and Mrs. Heitic will use simulations, coding and design builds to dig into important battles of the American Revolution and special-interest areas such as communication and espionage.

    Writing - This week, students put their persuasive paragraph into a final copy. They made sure to make corrections from their rough draft based on edits made together with Mrs. Zitar. Their final copy should be their very best work - both handwriting and content.  

    Literature Study - Students completed their last round of presentations for their literature study book. Students provided a summary for their chosen path and presented their learning to their group. 

    Build- Students built a liberty bell this week. We measured the size of our liberty bell models to the size of the real liberty bell. We discussed the vocabulary words model and scale. 

    Math

    In math, students are working on building their algebraic thinking using the operations of multiplication and division. We will work this quarter on building a strong conceptual foundation for multiplication and division. (To see a short video about the conceptual progression of multiplication, please visit our Math Resources for Parents page.) We will be using the third grade mathematics standards and mathematical practices as set forth by the Arizona Department of Education, including the big ideas and mathematical practices listed below.

    Operations and Algebraic Thinking (OA) Note: Grade 3 expectations in this domain are limited to multiplication through 10 x 10 and division with both quotients and divisors less than or equal to 10.

     

    • Represent and solve problems involving whole number multiplication and division.
    • Understand properties of multiplication and the relationship between multiplication and division.
    • Multiply and divide within 100.
    • Solve problems involving the four operations, and identify and explain patterns in arithmetic

     

     

    Standards for Mathematical Practice

    3 MP 1 - Make sense of problems and persevere in solving them.

    Mathematically proficient students explain to themselves the meaning of a problem, look for entry points to begin work on the problem, and plan and choose a solution pathway. While engaging in productive struggle to solve a problem, they continually ask themselves, “Does this make sense?" to monitor and evaluate their progress and change course if necessary. Once they have a solution, they look back at the problem to determine if the solution is reasonable and accurate. Mathematically proficient students check their solutions to problems using different methods, approaches, or representations. They also compare and understand different representations of problems and different solution pathways, both their own and those of others.

    3 MP 4 - Model with mathematics.

    Mathematically proficient students apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. When given a problem in a contextual situation, they identify the mathematical elements of a situation and create a mathematical model that represents those mathematical elements and the relationships among them. Mathematically proficient students use their model to analyze the relationships and draw conclusions. They interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

    3 MP 6 - Attend to precision.

    Mathematically proficient students clearly communicate to others using appropriate mathematical terminology, and craft explanations that convey their reasoning. When making mathematical arguments about a solution, strategy, or conjecture, they describe mathematical relationships and connect their words clearly to their representations. Mathematically proficient students understand meanings of symbols used in mathematics, calculate accurately and efficiently, label quantities appropriately, and record their work clearly and concisely.

    3 MP 7 - Look for and make use of structure.

    Mathematically proficient students use structure and patterns to assist in making connections among mathematical ideas or concepts when making sense of mathematics. Students recognize and apply general mathematical rules to complex situations. They are able to compose and decompose mathematical ideas and notations into familiar relationships. Mathematically proficient students manage their own progress, stepping back for an overview and shifting perspective when needed.

    In addition to the above, we will also using direct instruction to build addition and subtraction fact fluency. "A student with basic fact fluency is able to apply strategies or retrieve known facts quickly. Basic fact fluency is the beginning of procedural fluency. Procedural fluency includes four components: accuracy (getting the answer correct); efficiency (getting to an answer in a reasonable amount of time); appropriate strategy selection (choosing a strategy that fits the problem) and flexibility (using different strategies in different situations or changing strategies when a first choice isn't working). Fluency is often confused with automaticity. Automaticity is typically defined as getting a correct answer within three seconds, either through recall or highly efficient strategy appliation. Automaticity is a natural byproduct of fluency development." (Jennifer Bay-Williams, Games and Tools for Teaching Addition Facts, ASCD).

     

    Reminders

     
     
    Birthday Treats - We love to celebrate birthdays in 2nd grade. However, due to severe allergies in the grade level, we ask that you only send in non-edible birthday treats if you want to send in treats to celebrate. Also, we only celebrate in homeroom classes.

    Assignments

    We update grades weekly in Infinite Campus, please make sure you are checking their grades on a regular basis. If your child has a grade marked as "M" in Infinite Campus, that means that the assignment is missing. Missing will count as a zero. Students CAN complete the work and turn their work in for an improved grade, at the discretion of the second grade team. Any work that is assigned between the beginning of the year and midquarter, must be turned in by November 14th. Assignments and projects that are assigned between midquarter and near the end of first quarter is due December 13th. We remind the students daily when they have missing assignments and they are given time to complete their work at the end of every day.

    We strongly encourage our students to be present in class. While we understand medical appointments are necessary, we might not be able to provide the lesson individually to your child. If a student is missing class time, they will be excused from the assignment. However, many assignments last several hours/days. If a child is only missing fifteen minutes of class time, they will be expected to complete the assignment in class. Some assignments CANNOT be completed for a better grade, the decision is made by the second grade team. 

    Email

    Thank you to all our parents that are emailing the entire team. We would just like to remind everyone that when sending an email, please email all four members of the team. We will forward your email to the rest of the team if you are not sending it to all of us. You may notice that when you send an email to one teacher, the response is sent to all members of the second grade team. We all work with the students and are responsible for their learning. Thank you for your understanding. 

    Pearl Tests

    Pearl tests may NOT be taken if your child has missing assignments. The pearl test time is used for catch up time instead of taking an optional pearl test. Pearl sign ups are located on a clipboard in each of the homeroom spaces. Students can sign up Monday-Thursday. A great time for students to sign up is after they have completed their morning work or at the end of the day during unfinished work time. Students may not disrupt the class to sign up during instruction time. Students may only take one test per week. Homeroom teachers will list the names on the website after grading the tests. Students are notified on Monday afternoon of the pearl results. Homeroom teachers show the tests to the students, but we do not give the tests to the students. Pearl tests are not completed if that homeroom teacher is absent. 

    Upcoming Dates

    December 17: Snowman Day (in 2nd grade) wear anything like a snowman

    December 18: Team Day (in 2nd grade) Bring your favorite board games or card games. Wear your favorite sports team apparel.

    December 19: I Don't Wanna Get Up (in 2nd grade) Wear your pajamas to school, bring your favorite books and a blanket

    December 20: Winter Wonderland- Wear running shoes and hats, gloves, etc. 

    December 20: Second quarter ends

    December 20: Jingle Jog

    December 21- January 7: No School

    January 8: Back to School, First Day of Third Quarter

    January 14: Art Masterpiece- Bush

    January 15: Art Masterpiece- Heitic

    January 16: Art Masterpiece- Zichichi

    January 17: Art Masterpiece- Zitar

    January 21: No School

    Second Grade Wishlist:

    *Wet Ones Wipes (or the generic brand)

    Please send in a pair of headphones or earbuds for YOUR child. They will use them throughout the year. These will only be used for your child. 

    Comments (-1)
  • December 3 - December 7

    Posted by Kerri Zitar on 12/7/2018 3:00:00 PM

     

    Please remember that school begins at 9:00 a.m. Our tardy bell rings at 9:10 a.m. Students entering the classroom after 9:10 a.m. will be marked tardy.

     

    Integrated Studies

    This quarter in Integrated Studies starts off with an in-depth exploration of the American Revolution. Dr. Zichichi will lead students through an interactive literature study of  The Revolutionary War - An Interactive History Adventure by Elizabeth Raum. Mrs. Zitar will guide students down the road to revolution as they explore the reasons leading up to the American Revolution through simulations, non-fiction close reads and short writing assignments. Mrs. Bush and Mrs. Heitic will use simulations, coding and design builds to dig into important battles of the American Revolution and special-interest areas such as communication and espionage.

      

    Art Masterpiece

    This was an Art Masterpiece week during our Integrated Studies Time.

     

     

    Math

    In math, students are working on building their algebraic thinking using the operations of multiplication and division. We will work this quarter on building a strong conceptual foundation for multiplication and division. (To see a short video about the conceptual progression of multiplication, please visit our Math Resources for Parents page.) We will be using the third grade mathematics standards and mathematical practices as set forth by the Arizona Department of Education, including the big ideas and mathematical practices listed below.

    Operations and Algebraic Thinking (OA) Note: Grade 3 expectations in this domain are limited to multiplication through 10 x 10 and division with both quotients and divisors less than or equal to 10.

     

    • Represent and solve problems involving whole number multiplication and division.
    • Understand properties of multiplication and the relationship between multiplication and division.
    • Multiply and divide within 100.
    • Solve problems involving the four operations, and identify and explain patterns in arithmetic

     

     

    Standards for Mathematical Practice

    3 MP 1 - Make sense of problems and persevere in solving them.

    Mathematically proficient students explain to themselves the meaning of a problem, look for entry points to begin work on the problem, and plan and choose a solution pathway. While engaging in productive struggle to solve a problem, they continually ask themselves, “Does this make sense?" to monitor and evaluate their progress and change course if necessary. Once they have a solution, they look back at the problem to determine if the solution is reasonable and accurate. Mathematically proficient students check their solutions to problems using different methods, approaches, or representations. They also compare and understand different representations of problems and different solution pathways, both their own and those of others.

    3 MP 4 - Model with mathematics.

    Mathematically proficient students apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. When given a problem in a contextual situation, they identify the mathematical elements of a situation and create a mathematical model that represents those mathematical elements and the relationships among them. Mathematically proficient students use their model to analyze the relationships and draw conclusions. They interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

    3 MP 6 - Attend to precision.

    Mathematically proficient students clearly communicate to others using appropriate mathematical terminology, and craft explanations that convey their reasoning. When making mathematical arguments about a solution, strategy, or conjecture, they describe mathematical relationships and connect their words clearly to their representations. Mathematically proficient students understand meanings of symbols used in mathematics, calculate accurately and efficiently, label quantities appropriately, and record their work clearly and concisely.

    3 MP 7 - Look for and make use of structure.

    Mathematically proficient students use structure and patterns to assist in making connections among mathematical ideas or concepts when making sense of mathematics. Students recognize and apply general mathematical rules to complex situations. They are able to compose and decompose mathematical ideas and notations into familiar relationships. Mathematically proficient students manage their own progress, stepping back for an overview and shifting perspective when needed.

    In addition to the above, we will also using direct instruction to build addition and subtraction fact fluency. "A student with basic fact fluency is able to apply strategies or retrieve known facts quickly. Basic fact fluency is the beginning of procedural fluency. Procedural fluency includes four components: accuracy (getting the answer correct); efficiency (getting to an answer in a reasonable amount of time); appropriate strategy selection (choosing a strategy that fits the problem) and flexibility (using different strategies in different situations or changing strategies when a first choice isn't working). Fluency is often confused with automaticity. Automaticity is typically defined as getting a correct answer within three seconds, either through recall or highly efficient strategy appliation. Automaticity is a natural byproduct of fluency development." (Jennifer Bay-Williams, Games and Tools for Teaching Addition Facts, ASCD).

     

    Reminders

    Extracurricular Activity Fees
     
    Extracurricular activity fees for the 2018-2019 school year are now uploaded to the Infinite Campus Parent Portal.  Payment is due by Oct 31st.  These fees are for field trips, on-site speakers, presentations, character education, and art masterpiece.  

    Once logged in to your Infinite Campus Parent Portal you will see a link titled "InTouch Fee Payments" on the bottom left hand side of the screen.  Please click on the "InTouch Fee Payments" link to access the InTouch (Touch Base) online system to make tax credit donations and/or fee payments. There are no fees for transactions in InTouch. 
      
    Payments will only be accepted through the portal, we will not accept cash or checks in the office. 

    There is an opportunity to make additional tax credit donations in the portal up to $400.  Please note, all fees will be considered tax credit contribution, which you will be able to utilize on your taxes.   The Arizona State tax credit allows an Arizona taxpayer to contribute $200 per Arizona state individual tax return, or $400 per joint tax return if the taxpayer contributes to extracurricular activities or character education programs in a public school. 
     
    If you have any questions, please contact the front office at (480) 812-6100. 
     
    Learning Goals and Scales
     
    This quarter, you will notice that we have begun using learning scales, in addition to rubrics and checklists. (If your child was a student at KGA in kindergarten, you will recognize these learning scales.) Our use of learning scales is based on the research of Robert J. Marzano, and CUSD supports teachers using learning goals and scales in the classroom. 
     
    Why use learning goals and scales:
     
    • Student performance increases when learning goals are clear.
    • Monitoring progress through the use of specific scales enables students to self-reflect and take ownership of their learning.
    • Clear goals and scales are helpful for providing specific feedback.
    (https://www.cusd80.com/Page/40488)
     
    Our desire in 2nd grade is to provide parents with the most accurate representation we can of their student's learning. Learning scales can help parents see a concrete progression of skills. We go over these scales with students prior to projects and assignments so they know what their goal is. Students are learning how to accept feedback and know that feedback is information. We want students to develop a growth mindset and understand that a 3 means they are still working towards meeting a learning target/goal, and that is okay. Students are learning that feedback is information that helps us learn and grow. We also want students to understand that while a 4 meets the learning target, we always encourage them to "strive for five" when thinking about their learning goals. 
     
    Example: 

    3.RI.1 Learning Target Scoring Guide

    3 (Approaching the Learning Target)

    4 (Meets the Learning Target)

    5 (Extending the Learning Target)

    Student answers questions with prompting and support

    The student answers questions referring explicitly to the text as the basis for the answers.

    The student answers questions and explains his/her answer explicitly using the text as the basis for answers..

     
    When using standards based learning scales, 75% is mastery of the standard. So, if your child is at a 4 on the learning scale, that is 80% and they are meeting the standard. A 4 shows they understand. A 3 is 60% and the student is still working towards understanding. A 5 is 100% and shows students are extending the learning target. 
     
    In Infinite Campus, you can interpret your student's percentage to determine whether they are progressing in their understanding of the standard, understanding and meeting the standard or understanding and exceeding the standard using the following scale:
     
    90% - 100% - Student understands and has extended the standard
    75% - 89% - Student understands and is meeting the standard.
    60% - 74% - Student is progressing in their understanding of the standard.
     

    Birthday Treats - We love to celebrate birthdays in 2nd grade. However, due to severe allergies in the grade level, we ask that you only send in non-edible birthday treats if you want to send in treats to celebrate. Also, we only celebrate in homeroom classes.

    Assignments

    We update grades weekly in Infinite Campus, please make sure you are checking their grades on a regular basis. If your child has a grade marked as "M" in Infinite Campus, that means that the assignment is missing. Missing will count as a zero. Students CAN complete the work and turn their work in for an improved grade, at the discretion of the second grade team. Any work that is assigned between the beginning of the year and midquarter, must be turned in by November 14th. Assignments and projects that are assigned between midquarter and near the end of first quarter is due December 13th. We remind the students daily when they have missing assignments and they are given time to complete their work at the end of every day.

    We strongly encourage our students to be present in class. While we understand medical appointments are necessary, we might not be able to provide the lesson individually to your child. If a student is missing class time, they will be excused from the assignment. However, many assignments last several hours/days. If a child is only missing fifteen minutes of class time, they will be expected to complete the assignment in class. Some assignments CANNOT be completed for a better grade, the decision is made by the second grade team. 

    Email

    Thank you to all our parents that are emailing the entire team. We would just like to remind everyone that when sending an email, please email all four members of the team. We will forward your email to the rest of the team if you are not sending it to all of us. You may notice that when you send an email to one teacher, the response is sent to all members of the second grade team. We all work with the students and are responsible for their learning. Thank you for your understanding. 

    Pearl Tests

    Pearl tests may NOT be taken if your child has missing assignments. The pearl test time is used for catch up time instead of taking an optional pearl test. Pearl sign ups are located on a clipboard in each of the homeroom spaces. Students can sign up Monday-Thursday. A great time for students to sign up is after they have completed their morning work or at the end of the day during unfinished work time. Students may not disrupt the class to sign up during instruction time. Students may only take one test per week. Homeroom teachers will list the names on the website after grading the tests. Students are notified on Monday afternoon of the pearl results. Homeroom teachers show the tests to the students, but we do not give the tests to the students. Pearl tests are not completed if that homeroom teacher is absent. 

    Upcoming Dates

     

    December 10: You Be the Expert Project Due in class

    December 13: Last day to turn in missing assignments from the second half of second quarter

    December 17: Snowman Day (in 2nd grade) wear anything like a snowman

    December 18: Team Day (in 2nd grade) Bring your favorite board games or card games. Wear your favorite sports team apparel.

    December 19: I Don't Wanna Get Up (in 2nd grade) Wear your pajamas to school, bring your favorite books and a blanket

    December 20: Winter Wonderland- Wear running shoes and hats, gloves, etc. 

    December 20: Second quarter ends

    December 20: Jingle Jog

    December 21- January 7: No School

    January 8: Back to School, First Day of Third Quarter

    January 14: Art Masterpiece- Bush

    January 15: Art Masterpiece- Heitic

    January 16: Art Masterpiece- Zichichi

    January 17: Art Masterpiece- Zitar

    January 21: No School

    Second Grade Wishlist:

    *Wet Ones Wipes (or the generic brand)

    Please send in a pair of headphones or earbuds for YOUR child. They will use them throughout the year. These will only be used for your child. 

    Comments (-1)
  • November 26 - November 30

    Posted by Tara Zichichi on 11/30/2018 3:00:00 PM

    Integrated Studies

    This quarter in Integrated Studies starts off with an in-depth exploration of the American Revolution. Dr. Zichichi will lead students through an interactive literature study of  The Revolutionary War - An Interactive History Adventure by Elizabeth Raum. Mrs. Zitar will guide students down the road to revolution as they explore the reasons leading up to the American Revolution through simulations, non-fiction close reads and short writing assignments. Mrs. Bush and Mrs. Heitic will use simulations, coding and design builds to dig into important battles of the American Revolution and special-interest areas such as communication and espionage.

     

    The Revolutionary War-An Interactive History Adventure (Dr. Zichichi):

    Students are completing their literature study on The Revolutionary War- An Interactive History Adventure. Students are participating in discussions about the text and creating a presentation to share their learning with others. The integrated studies groups will be working on their own path, while presenting their learning to their groups. The students are asked questions about their reading and asked to use the text explicitly in order to answer the questions. 

    Opinion Writing (Mrs. Zitar):

    Students finished writing and editing their rough draft of their opinion paragraph. Using the colors of a traffic signal, students were instructed on how to organize their writing in order to provide compelling support for their arugement.

    Step Up to Writing

     

    American Revolution (Mrs. Bush and Mrs. Heitic): 

    With Mrs. Bush, students started to work on an American Revolution Simulation. This week students built their game pieces and started to work on their weapon ramps. Since the Patriots were outnumbered during the American Revolution, during the simulation, the Patriots will be outnumbered during the game as well. 5 British soldiers per player and 3 British soliders per player. Students will have their game pieces on a game board and based on the scenario, they will loose players throughout a series of 9 battles. 

     

     

    Math

    In math, students are working on building their algebraic thinking using the operations of multiplication and division. We will work this quarter on building a strong conceptual foundation for multiplication and division. (To see a short video about the conceptual progression of multiplication, please visit our Math Resources for Parents page.) We will be using the third grade mathematics standards and mathematical practices as set forth by the Arizona Department of Education, including the big ideas and mathematical practices listed below.

    Operations and Algebraic Thinking (OA) Note: Grade 3 expectations in this domain are limited to multiplication through 10 x 10 and division with both quotients and divisors less than or equal to 10.

     

    • Represent and solve problems involving whole number multiplication and division.
    • Understand properties of multiplication and the relationship between multiplication and division.
    • Multiply and divide within 100.
    • Solve problems involving the four operations, and identify and explain patterns in arithmetic

     

     

    Standards for Mathematical Practice

    3 MP 1 - Make sense of problems and persevere in solving them.

    Mathematically proficient students explain to themselves the meaning of a problem, look for entry points to begin work on the problem, and plan and choose a solution pathway. While engaging in productive struggle to solve a problem, they continually ask themselves, “Does this make sense?" to monitor and evaluate their progress and change course if necessary. Once they have a solution, they look back at the problem to determine if the solution is reasonable and accurate. Mathematically proficient students check their solutions to problems using different methods, approaches, or representations. They also compare and understand different representations of problems and different solution pathways, both their own and those of others.

    3 MP 4 - Model with mathematics.

    Mathematically proficient students apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. When given a problem in a contextual situation, they identify the mathematical elements of a situation and create a mathematical model that represents those mathematical elements and the relationships among them. Mathematically proficient students use their model to analyze the relationships and draw conclusions. They interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

    3 MP 6 - Attend to precision.

    Mathematically proficient students clearly communicate to others using appropriate mathematical terminology, and craft explanations that convey their reasoning. When making mathematical arguments about a solution, strategy, or conjecture, they describe mathematical relationships and connect their words clearly to their representations. Mathematically proficient students understand meanings of symbols used in mathematics, calculate accurately and efficiently, label quantities appropriately, and record their work clearly and concisely.

    3 MP 7 - Look for and make use of structure.

    Mathematically proficient students use structure and patterns to assist in making connections among mathematical ideas or concepts when making sense of mathematics. Students recognize and apply general mathematical rules to complex situations. They are able to compose and decompose mathematical ideas and notations into familiar relationships. Mathematically proficient students manage their own progress, stepping back for an overview and shifting perspective when needed.

    In addition to the above, we will also using direct instruction to build addition and subtraction fact fluency. "A student with basic fact fluency is able to apply strategies or retrieve known facts quickly. Basic fact fluency is the beginning of procedural fluency. Procedural fluency includes four components: accuracy (getting the answer correct); efficiency (getting to an answer in a reasonable amount of time); appropriate strategy selection (choosing a strategy that fits the problem) and flexibility (using different strategies in different situations or changing strategies when a first choice isn't working). Fluency is often confused with automaticity. Automaticity is typically defined as getting a correct answer within three seconds, either through recall or highly efficient strategy appliation. Automaticity is a natural byproduct of fluency development." (Jennifer Bay-Williams, Games and Tools for Teaching Addition Facts, ASCD).

     

    Reminders

    Extracurricular Activity Fees
     
    Extracurricular activity fees for the 2018-2019 school year are now uploaded to the Infinite Campus Parent Portal.  Payment is due by Oct 31st.  These fees are for field trips, on-site speakers, presentations, character education, and art masterpiece.  

    Once logged in to your Infinite Campus Parent Portal you will see a link titled "InTouch Fee Payments" on the bottom left hand side of the screen.  Please click on the "InTouch Fee Payments" link to access the InTouch (Touch Base) online system to make tax credit donations and/or fee payments. There are no fees for transactions in InTouch. 
      
    Payments will only be accepted through the portal, we will not accept cash or checks in the office. 

    There is an opportunity to make additional tax credit donations in the portal up to $400.  Please note, all fees will be considered tax credit contribution, which you will be able to utilize on your taxes.   The Arizona State tax credit allows an Arizona taxpayer to contribute $200 per Arizona state individual tax return, or $400 per joint tax return if the taxpayer contributes to extracurricular activities or character education programs in a public school. 
     
    If you have any questions, please contact the front office at (480) 812-6100. 
     
    Learning Goals and Scales
     
    This quarter, you will notice that we have begun using learning scales, in addition to rubrics and checklists. (If your child was a student at KGA in kindergarten, you will recognize these learning scales.) Our use of learning scales is based on the research of Robert J. Marzano, and CUSD supports teachers using learning goals and scales in the classroom. 
     
    Why use learning goals and scales:
     
    • Student performance increases when learning goals are clear.
    • Monitoring progress through the use of specific scales enables students to self-reflect and take ownership of their learning.
    • Clear goals and scales are helpful for providing specific feedback.
    (https://www.cusd80.com/Page/40488)
     
    Our desire in 2nd grade is to provide parents with the most accurate representation we can of their student's learning. Learning scales can help parents see a concrete progression of skills. We go over these scales with students prior to projects and assignments so they know what their goal is. Students are learning how to accept feedback and know that feedback is information. We want students to develop a growth mindset and understand that a 3 means they are still working towards meeting a learning target/goal, and that is okay. Students are learning that feedback is information that helps us learn and grow. We also want students to understand that while a 4 meets the learning target, we always encourage them to "strive for five" when thinking about their learning goals. 
     
    Example: 

    3.RI.1 Learning Target Scoring Guide

    3 (Approaching the Learning Target)

    4 (Meets the Learning Target)

    5 (Extending the Learning Target)

    Student answers questions with prompting and support

    The student answers questions referring explicitly to the text as the basis for the answers.

    The student answers questions and explains his/her answer explicitly using the text as the basis for answers..

     
    When using standards based learning scales, 75% is mastery of the standard. So, if your child is at a 4 on the learning scale, that is 80% and they are meeting the standard. A 4 shows they understand. A 3 is 60% and the student is still working towards understanding. A 5 is 100% and shows students are extending the learning target. 
     
    In Infinite Campus, you can interpret your student's percentage to determine whether they are progressing in their understanding of the standard, understanding and meeting the standard or understanding and exceeding the standard using the following scale:
     
    90% - 100% - Student understands and has extended the standard
    75% - 89% - Student understands and is meeting the standard.
    60% - 74% - Student is progressing in their understanding of the standard.
     

    Birthday Treats - We love to celebrate birthdays in 2nd grade. However, due to severe allergies in the grade level, we ask that you only send in non-edible birthday treats if you want to send in treats to celebrate. Also, we only celebrate in homeroom classes.

    Assignments

    We update grades weekly in Infinite Campus, please make sure you are checking their grades on a regular basis. If your child has a grade marked as "M" in Infinite Campus, that means that the assignment is missing. Missing will count as a zero. Students CAN complete the work and turn their work in for an improved grade, at the discretion of the second grade team. Any work that is assigned between the beginning of the year and midquarter, must be turned in by November 14th. Assignments and projects that are assigned between midquarter and near the end of first quarter is due December 13th. We remind the students daily when they have missing assignments and they are given time to complete their work at the end of every day.

    We strongly encourage our students to be present in class. While we understand medical appointments are necessary, we might not be able to provide the lesson individually to your child. If a student is missing class time, they will be excused from the assignment. However, many assignments last several hours/days. If a child is only missing fifteen minutes of class time, they will be expected to complete the assignment in class. Some assignments CANNOT be completed for a better grade, the decision is made by the second grade team. 

    Email

    Thank you to all our parents that are emailing the entire team. We would just like to remind everyone that when sending an email, please email all four members of the team. We will forward your email to the rest of the team if you are not sending it to all of us. You may notice that when you send an email to one teacher, the response is sent to all members of the second grade team. We all work with the students and are responsible for their learning. Thank you for your understanding. 

    Pearl Tests

    Pearl tests may NOT be taken if your child has missing assignments. The pearl test time is used for catch up time instead of taking an optional pearl test. Pearl sign ups are located on a clipboard in each of the homeroom spaces. Students can sign up Monday-Thursday. A great time for students to sign up is after they have completed their morning work or at the end of the day during unfinished work time. Students may not disrupt the class to sign up during instruction time. Students may only take one test per week. Homeroom teachers will list the names on the website after grading the tests. Students are notified on Monday afternoon of the pearl results. Homeroom teachers show the tests to the students, but we do not give the tests to the students. Pearl tests are not completed if that homeroom teacher is absent. 

    Upcoming Dates

    November 30: Mrs. Zitar's Scholastic Book Order Due Book Order: Class Code: HXG6W

    November 30: Ella Enchanted Field Trip Permission Slips Due to the Homeroom Teacher

    November 30: If you are interested in being a chaperone for the field trip, you MUST email the 2nd Grade Team by today! 

    December 3: Art Masterpiece- Bush

    December 4: Art Masterpiece- Heitic

    December 4: DIBELS testing- Bush

    December 5: Art Masterpiece- Zichichi

    December 5: DIBELS testing- Zitar

    December 6: Art Masterpiece- Zitar

    December 6: DIBELS testing- Zichichi

    December 7: DIBELS testing- Heitic

    December 10: You Be the Expert Project Due in class

    December 13: Last day to turn in missing assignments from the second half of second quarter

    December 20: Second quarter ends

    December 20: Jingle Jog

    December 21- January 7: No School

    January 8: Back to School, First Day of Third Quarter

    January 14: Art Masterpiece- Bush

    January 15: Art Masterpiece- Heitic

    January 16: Art Masterpiece- Zichichi

    January 17: Art Masterpiece- Zitar

    January 21: No School

    Second Grade Wishlist:

    *Wet Ones Wipes (or the generic brand)

    Please send in a pair of headphones or earbuds for YOUR child. They will use them throughout the year. These will only be used for your child. 

    Comments (-1)
  • November 19 - November 21

    Posted by Tara Zichichi on 11/21/2018 11:10:00 PM

    Integrated Studies

    This quarter in Integrated Studies starts off with an in-depth exploration of the American Revolution. Dr. Zichichi will lead students through an interactive literature study of  The Revolutionary War - An Interactive History Adventure by Elizabeth Raum. Mrs. Zitar will guide students down the road to revolution as they explore the reasons leading up to the American Revolution through simulations, non-fiction close reads and short writing assignments. Mrs. Bush and Mrs. Heitic will use simulations, coding and design builds to dig into important battles of the American Revolution and special-interest areas such as communication and espionage.

     

    The Revolutionary War-An Interactive History Adventure (Dr. Zichichi):

    Students continue to read The Revolutionary War- An Interactive History Adventure. Students are participating in discussions about the text and creating a presentation to share their learning with others. The integrated studies groups will be working on their own path, while presenting their learning to their groups. The students are asked questions about their reading and asked to use the text explicitly in order to answer the questions. 

    Opinion Writing (Mrs. Zitar):

    Students continued working on their opinion prewriting. This rotation, we read the mentor text One Word from Sophia by Jim Averbeck to focus on the use of reasons and examples in our writing. Students will be using color coding their prewriting and rough draft to help them organize their writing. Green = Go. State your opinion. Yellow/Orange = Slow Dow. Give a reason, detail or fact to support your opinion. Red/Pink  = Stop. Explain or give an example of your reason, detail or fact. 

    American Revolution (Mrs. Bush and Mrs. Heitic): 

    Students began a new build this week in which they were asked to create a communication device in which they could communicate with someone who was not within 15 feet of them. We started by reading 'Redcoats and Petticoats,' and spoke about the different ways the colonists could get messages to each other. Each student started their design plan and in the next meeting studens will work in a small group to create their communication device and carry out the test. 

    Students also listened to the book trailor for "The Scarlet Stockings Spy" by Trinka Hakes. Then they worked on creating their own spy codes using paper colonial clothing items. They wrote a narrative to explain their codes and next they will build a clothes line to hold their paper clothesline code. 

     

    Math

    We did not have math instruction this week due to benchmark testing, getting ready for the Fall Festival, and the field trip. 

    In math, students are working on building their algebraic thinking using the operations of multiplication and division. We will work this quarter on building a strong conceptual foundation for multiplication and division. (To see a short video about the conceptual progression of multiplication, please visit our Math Resources for Parents page.) We will be using the third grade mathematics standards and mathematical practices as set forth by the Arizona Department of Education, including the big ideas and mathematical practices listed below.

    Operations and Algebraic Thinking (OA) Note: Grade 3 expectations in this domain are limited to multiplication through 10 x 10 and division with both quotients and divisors less than or equal to 10.

     

    • Represent and solve problems involving whole number multiplication and division.
    • Understand properties of multiplication and the relationship between multiplication and division.
    • Multiply and divide within 100.
    • Solve problems involving the four operations, and identify and explain patterns in arithmetic

     

     

    Standards for Mathematical Practice

    3 MP 1 - Make sense of problems and persevere in solving them.

    Mathematically proficient students explain to themselves the meaning of a problem, look for entry points to begin work on the problem, and plan and choose a solution pathway. While engaging in productive struggle to solve a problem, they continually ask themselves, “Does this make sense?" to monitor and evaluate their progress and change course if necessary. Once they have a solution, they look back at the problem to determine if the solution is reasonable and accurate. Mathematically proficient students check their solutions to problems using different methods, approaches, or representations. They also compare and understand different representations of problems and different solution pathways, both their own and those of others.

    3 MP 4 - Model with mathematics.

    Mathematically proficient students apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. When given a problem in a contextual situation, they identify the mathematical elements of a situation and create a mathematical model that represents those mathematical elements and the relationships among them. Mathematically proficient students use their model to analyze the relationships and draw conclusions. They interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

    3 MP 6 - Attend to precision.

    Mathematically proficient students clearly communicate to others using appropriate mathematical terminology, and craft explanations that convey their reasoning. When making mathematical arguments about a solution, strategy, or conjecture, they describe mathematical relationships and connect their words clearly to their representations. Mathematically proficient students understand meanings of symbols used in mathematics, calculate accurately and efficiently, label quantities appropriately, and record their work clearly and concisely.

    3 MP 7 - Look for and make use of structure.

    Mathematically proficient students use structure and patterns to assist in making connections among mathematical ideas or concepts when making sense of mathematics. Students recognize and apply general mathematical rules to complex situations. They are able to compose and decompose mathematical ideas and notations into familiar relationships. Mathematically proficient students manage their own progress, stepping back for an overview and shifting perspective when needed.

    In addition to the above, we will also using direct instruction to build addition and subtraction fact fluency. "A student with basic fact fluency is able to apply strategies or retrieve known facts quickly. Basic fact fluency is the beginning of procedural fluency. Procedural fluency includes four components: accuracy (getting the answer correct); efficiency (getting to an answer in a reasonable amount of time); appropriate strategy selection (choosing a strategy that fits the problem) and flexibility (using different strategies in different situations or changing strategies when a first choice isn't working). Fluency is often confused with automaticity. Automaticity is typically defined as getting a correct answer within three seconds, either through recall or highly efficient strategy appliation. Automaticity is a natural byproduct of fluency development." (Jennifer Bay-Williams, Games and Tools for Teaching Addition Facts, ASCD).

     

    Reminders

    Extracurricular Activity Fees
     
    Extracurricular activity fees for the 2018-2019 school year are now uploaded to the Infinite Campus Parent Portal.  Payment is due by Oct 31st.  These fees are for field trips, on-site speakers, presentations, character education, and art masterpiece.  

    Once logged in to your Infinite Campus Parent Portal you will see a link titled "InTouch Fee Payments" on the bottom left hand side of the screen.  Please click on the "InTouch Fee Payments" link to access the InTouch (Touch Base) online system to make tax credit donations and/or fee payments. There are no fees for transactions in InTouch. 
      
    Payments will only be accepted through the portal, we will not accept cash or checks in the office. 

    There is an opportunity to make additional tax credit donations in the portal up to $400.  Please note, all fees will be considered tax credit contribution, which you will be able to utilize on your taxes.   The Arizona State tax credit allows an Arizona taxpayer to contribute $200 per Arizona state individual tax return, or $400 per joint tax return if the taxpayer contributes to extracurricular activities or character education programs in a public school. 
     
    If you have any questions, please contact the front office at (480) 812-6100. 
     
    Learning Goals and Scales
     
    This quarter, you will notice that we have begun using learning scales, in addition to rubrics and checklists. (If your child was a student at KGA in kindergarten, you will recognize these learning scales.) Our use of learning scales is based on the research of Robert J. Marzano, and CUSD supports teachers using learning goals and scales in the classroom. 
     
    Why use learning goals and scales:
     
    • Student performance increases when learning goals are clear.
    • Monitoring progress through the use of specific scales enables students to self-reflect and take ownership of their learning.
    • Clear goals and scales are helpful for providing specific feedback.
    (https://www.cusd80.com/Page/40488)
     
    Our desire in 2nd grade is to provide parents with the most accurate representation we can of their student's learning. Learning scales can help parents see a concrete progression of skills. We go over these scales with students prior to projects and assignments so they know what their goal is. Students are learning how to accept feedback and know that feedback is information. We want students to develop a growth mindset and understand that a 3 means they are still working towards meeting a learning target/goal, and that is okay. Students are learning that feedback is information that helps us learn and grow. We also want students to understand that while a 4 meets the learning target, we always encourage them to "strive for five" when thinking about their learning goals. 
     
    Example: 

    3.RI.1 Learning Target Scoring Guide

    3 (Approaching the Learning Target)

    4 (Meets the Learning Target)

    5 (Extending the Learning Target)

    Student answers questions with prompting and support

    The student answers questions referring explicitly to the text as the basis for the answers.

    The student answers questions and explains his/her answer explicitly using the text as the basis for answers..

     
    When using standards based learning scales, 75% is mastery of the standard. So, if your child is at a 4 on the learning scale, that is 80% and they are meeting the standard. A 4 shows they understand. A 3 is 60% and the student is still working towards understanding. A 5 is 100% and shows students are extending the learning target. 
     
    In Infinite Campus, you can interpret your student's percentage to determine whether they are progressing in their understanding of the standard, understanding and meeting the standard or understanding and exceeding the standard using the following scale:
     
    90% - 100% - Student understands and has extended the standard
    75% - 89% - Student understands and is meeting the standard.
    60% - 74% - Student is progressing in their understanding of the standard.
     

    Birthday Treats - We love to celebrate birthdays in 2nd grade. However, due to severe allergies in the grade level, we ask that you only send in non-edible birthday treats if you want to send in treats to celebrate. Also, we only celebrate in homeroom classes.

    Assignments

    We update grades weekly in Infinite Campus, please make sure you are checking their grades on a regular basis. If your child has a grade marked as "M" in Infinite Campus, that means that the assignment is missing. Missing will count as a zero. Students CAN complete the work and turn their work in for an improved grade, at the discretion of the second grade team. Any work that is assigned between the beginning of the year and midquarter, must be turned in by November 14th. Assignments and projects that are assigned between midquarter and near the end of first quarter is due December 13th. We remind the students daily when they have missing assignments and they are given time to complete their work at the end of every day.

    We strongly encourage our students to be present in class. While we understand medical appointments are necessary, we might not be able to provide the lesson individually to your child. If a student is missing class time, they will be excused from the assignment. However, many assignments last several hours/days. If a child is only missing fifteen minutes of class time, they will be expected to complete the assignment in class. Some assignments CANNOT be completed for a better grade, the decision is made by the second grade team. 

    Email

    Thank you to all our parents that are emailing the entire team. We would just like to remind everyone that when sending an email, please email all four members of the team. We will forward your email to the rest of the team if you are not sending it to all of us. You may notice that when you send an email to one teacher, the response is sent to all members of the second grade team. We all work with the students and are responsible for their learning. Thank you for your understanding. 

    Pearl Tests

    Pearl tests may NOT be taken if your child has missing assignments. The pearl test time is used for catch up time instead of taking an optional pearl test. Pearl sign ups are located on a clipboard in each of the homeroom spaces. Students can sign up Monday-Thursday. A great time for students to sign up is after they have completed their morning work or at the end of the day during unfinished work time. Students may not disrupt the class to sign up during instruction time. Students may only take one test per week. Homeroom teachers will list the names on the website after grading the tests. Students are notified on Monday afternoon of the pearl results. Homeroom teachers show the tests to the students, but we do not give the tests to the students. Pearl tests are not completed if that homeroom teacher is absent. 

    Upcoming Dates

     

    November 21: Dr. Zichichi's Scholastic Book Order Due Book Order

    November 21: Progress narrative sent home (paper copy) with your child, including ATI test information

    November 22-23: No school

    November 27: Parent signature for You Be the Expert Due

    November 30: Mrs. Zitar's Scholastic Book Order Due Book Order: Class Code: HXG6W

    November 30: Ella Enchanted Field Trip Permission Slips Due to the Homeroom Teacher

    November 30: If you are interested in being a chaperone for the field trip, you MUST email the 2nd Grade Team by today! 

    December 3: Art Masterpiece- Bush

    December 4: Art Masterpiece- Heitic

    December 5: Art Masterpiece- Zichichi

    December 6: Art Masterpiece- Zitar

    December 10: You Be the Expert Project Due in class

    December 13: Last day to turn in missing assignments from the second half of second quarter

    December 20: Second quarter ends

    Second Grade Wishlist:

    *Wet Ones Wipes (or the generic brand)

    Please send in a pair of headphones or earbuds for YOUR child. They will use them throughout the year. These will only be used for your child. 

    Comments (-1)
  • November 12 - November 16

    Posted by Tara Zichichi on 11/16/2018 3:00:00 PM
     

    Integrated Studies

    This quarter in Integrated Studies starts off with an in-depth exploration of the American Revolution. Dr. Zichichi will lead students through an interactive literature study of  The Revolutionary War - An Interactive History Adventure by Elizabeth Raum. Mrs. Zitar will guide students down the road to revolution as they explore the reasons leading up to the American Revolution through simulations, non-fiction close reads and short writing assignments. Mrs. Bush and Mrs. Heitic will use simulations, coding and design builds to dig into important battles of the American Revolution and special-interest areas such as communication and espionage.

     

    The Revolutionary War-An Interactive History Adventure (Dr. Zichichi):

    Students continue to read The Revolutionary War- An Interactive History Adventure. Students are participating in discussions about the text and creating a presentation to share their learning with others. The integrated studies groups will be working on their own path, while presenting their learning to their groups. The students are asked questions about their reading and asked to use the text explicitly in order to answer the questions. 

    Opinion Writing (Mrs. Zitar):

    Students continued working on their opinion prewriting. This rotation, we read the mentor text One Word from Sophia by Jim Averbeck to focus on the use of reasons and examples in our writing. Students will be using color coding their prewriting and rough draft to help them organize their writing. Green = Go. State your opinion. Yellow/Orange = Slow Dow. Give a reason, detail or fact to support your opinion. Red/Pink  = Stop. Explain or give an example of your reason, detail or fact. 

    American Revolution (Mrs. Bush and Mrs. Heitic): 

    Students began a new build this week in which they were asked to create a communication device in which they could communicate with someone who was not within 15 feet of them. We started by reading 'Redcoats and Petticoats,' and spoke about the different ways the colonists could get messages to each other. Each student started their design plan and in the next meeting studens will work in a small group to create their communication device and carry out the test. 

    Students also listened to the book trailor for "The Scarlet Stockings Spy" by Trinka Hakes. Then they worked on creating their own spy codes using paper colonial clothing items. They wrote a narrative to explain their codes and next they will build a clothes line to hold their paper clothesline code. 

     

    Math

    We did not have math instruction this week due to benchmark testing, getting ready for the Fall Festival, and the field trip. 

    In math, students are working on building their algebraic thinking using the operations of multiplication and division. We will work this quarter on building a strong conceptual foundation for multiplication and division. (To see a short video about the conceptual progression of multiplication, please visit our Math Resources for Parents page.) We will be using the third grade mathematics standards and mathematical practices as set forth by the Arizona Department of Education, including the big ideas and mathematical practices listed below.

    Operations and Algebraic Thinking (OA) Note: Grade 3 expectations in this domain are limited to multiplication through 10 x 10 and division with both quotients and divisors less than or equal to 10.

     

    • Represent and solve problems involving whole number multiplication and division.
    • Understand properties of multiplication and the relationship between multiplication and division.
    • Multiply and divide within 100.
    • Solve problems involving the four operations, and identify and explain patterns in arithmetic

     

     

    Standards for Mathematical Practice

    3 MP 1 - Make sense of problems and persevere in solving them.

    Mathematically proficient students explain to themselves the meaning of a problem, look for entry points to begin work on the problem, and plan and choose a solution pathway. While engaging in productive struggle to solve a problem, they continually ask themselves, “Does this make sense?" to monitor and evaluate their progress and change course if necessary. Once they have a solution, they look back at the problem to determine if the solution is reasonable and accurate. Mathematically proficient students check their solutions to problems using different methods, approaches, or representations. They also compare and understand different representations of problems and different solution pathways, both their own and those of others.

    3 MP 4 - Model with mathematics.

    Mathematically proficient students apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. When given a problem in a contextual situation, they identify the mathematical elements of a situation and create a mathematical model that represents those mathematical elements and the relationships among them. Mathematically proficient students use their model to analyze the relationships and draw conclusions. They interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

    3 MP 6 - Attend to precision.

    Mathematically proficient students clearly communicate to others using appropriate mathematical terminology, and craft explanations that convey their reasoning. When making mathematical arguments about a solution, strategy, or conjecture, they describe mathematical relationships and connect their words clearly to their representations. Mathematically proficient students understand meanings of symbols used in mathematics, calculate accurately and efficiently, label quantities appropriately, and record their work clearly and concisely.

    3 MP 7 - Look for and make use of structure.

    Mathematically proficient students use structure and patterns to assist in making connections among mathematical ideas or concepts when making sense of mathematics. Students recognize and apply general mathematical rules to complex situations. They are able to compose and decompose mathematical ideas and notations into familiar relationships. Mathematically proficient students manage their own progress, stepping back for an overview and shifting perspective when needed.

    In addition to the above, we will also using direct instruction to build addition and subtraction fact fluency. "A student with basic fact fluency is able to apply strategies or retrieve known facts quickly. Basic fact fluency is the beginning of procedural fluency. Procedural fluency includes four components: accuracy (getting the answer correct); efficiency (getting to an answer in a reasonable amount of time); appropriate strategy selection (choosing a strategy that fits the problem) and flexibility (using different strategies in different situations or changing strategies when a first choice isn't working). Fluency is often confused with automaticity. Automaticity is typically defined as getting a correct answer within three seconds, either through recall or highly efficient strategy appliation. Automaticity is a natural byproduct of fluency development." (Jennifer Bay-Williams, Games and Tools for Teaching Addition Facts, ASCD).

     

    Reminders

    Extracurricular Activity Fees
     
    Extracurricular activity fees for the 2018-2019 school year are now uploaded to the Infinite Campus Parent Portal.  Payment is due by Oct 31st.  These fees are for field trips, on-site speakers, presentations, character education, and art masterpiece.  

    Once logged in to your Infinite Campus Parent Portal you will see a link titled "InTouch Fee Payments" on the bottom left hand side of the screen.  Please click on the "InTouch Fee Payments" link to access the InTouch (Touch Base) online system to make tax credit donations and/or fee payments. There are no fees for transactions in InTouch. 
      
    Payments will only be accepted through the portal, we will not accept cash or checks in the office. 

    There is an opportunity to make additional tax credit donations in the portal up to $400.  Please note, all fees will be considered tax credit contribution, which you will be able to utilize on your taxes.   The Arizona State tax credit allows an Arizona taxpayer to contribute $200 per Arizona state individual tax return, or $400 per joint tax return if the taxpayer contributes to extracurricular activities or character education programs in a public school. 
     
    If you have any questions, please contact the front office at (480) 812-6100. 
     
    Learning Goals and Scales
     
    This quarter, you will notice that we have begun using learning scales, in addition to rubrics and checklists. (If your child was a student at KGA in kindergarten, you will recognize these learning scales.) Our use of learning scales is based on the research of Robert J. Marzano, and CUSD supports teachers using learning goals and scales in the classroom. 
     
    Why use learning goals and scales:
     
    • Student performance increases when learning goals are clear.
    • Monitoring progress through the use of specific scales enables students to self-reflect and take ownership of their learning.
    • Clear goals and scales are helpful for providing specific feedback.
    (https://www.cusd80.com/Page/40488)
     
    Our desire in 2nd grade is to provide parents with the most accurate representation we can of their student's learning. Learning scales can help parents see a concrete progression of skills. We go over these scales with students prior to projects and assignments so they know what their goal is. Students are learning how to accept feedback and know that feedback is information. We want students to develop a growth mindset and understand that a 3 means they are still working towards meeting a learning target/goal, and that is okay. Students are learning that feedback is information that helps us learn and grow. We also want students to understand that while a 4 meets the learning target, we always encourage them to "strive for five" when thinking about their learning goals. 
     
    Example: 

    3.RI.1 Learning Target Scoring Guide

    3 (Approaching the Learning Target)

    4 (Meets the Learning Target)

    5 (Extending the Learning Target)

    Student answers questions with prompting and support

    The student answers questions referring explicitly to the text as the basis for the answers.

    The student answers questions and explains his/her answer explicitly using the text as the basis for answers..

     
    When using standards based learning scales, 75% is mastery of the standard. So, if your child is at a 4 on the learning scale, that is 80% and they are meeting the standard. A 4 shows they understand. A 3 is 60% and the student is still working towards understanding. A 5 is 100% and shows students are extending the learning target. 
     
    In Infinite Campus, you can interpret your student's percentage to determine whether they are progressing in their understanding of the standard, understanding and meeting the standard or understanding and exceeding the standard using the following scale:
     
    90% - 100% - Student understands and has extended the standard
    75% - 89% - Student understands and is meeting the standard.
    60% - 74% - Student is progressing in their understanding of the standard.
     

    Birthday Treats - We love to celebrate birthdays in 2nd grade. However, due to severe allergies in the grade level, we ask that you only send in non-edible birthday treats if you want to send in treats to celebrate. Also, we only celebrate in homeroom classes.

    Assignments

    We update grades weekly in Infinite Campus, please make sure you are checking their grades on a regular basis. If your child has a grade marked as "M" in Infinite Campus, that means that the assignment is missing. Missing will count as a zero. Students CAN complete the work and turn their work in for an improved grade, at the discretion of the second grade team. Any work that is assigned between the beginning of the year and midquarter, must be turned in by November 14th. Assignments and projects that are assigned between midquarter and near the end of first quarter is due December 13th. We remind the students daily when they have missing assignments and they are given time to complete their work at the end of every day.

    We strongly encourage our students to be present in class. While we understand medical appointments are necessary, we might not be able to provide the lesson individually to your child. If a student is missing class time, they will be excused from the assignment. However, many assignments last several hours/days. If a child is only missing fifteen minutes of class time, they will be expected to complete the assignment in class. Some assignments CANNOT be completed for a better grade, the decision is made by the second grade team. 

    Email

    Thank you to all our parents that are emailing the entire team. We would just like to remind everyone that when sending an email, please email all four members of the team. We will forward your email to the rest of the team if you are not sending it to all of us. You may notice that when you send an email to one teacher, the response is sent to all members of the second grade team. We all work with the students and are responsible for their learning. Thank you for your understanding. 

    Pearl Tests

    Pearl tests may NOT be taken if your child has missing assignments. The pearl test time is used for catch up time instead of taking an optional pearl test. Pearl sign ups are located on a clipboard in each of the homeroom spaces. Students can sign up Monday-Thursday. A great time for students to sign up is after they have completed their morning work or at the end of the day during unfinished work time. Students may not disrupt the class to sign up during instruction time. Students may only take one test per week. Homeroom teachers will list the names on the website after grading the tests. Students are notified on Monday afternoon of the pearl results. Homeroom teachers show the tests to the students, but we do not give the tests to the students. Pearl tests are not completed if that homeroom teacher is absent. 

    Upcoming Dates

    November 12: No school

    November 14: All missing and unfinished assignments are due for the first half of second quarter

    November 16: American Heritage Festival Field Trip

    November 16: KGA Fall Festival

    November 20: Parent signature for You Be the Expert Due

    November 21: Dr. Zichichi's Scholastic Book Order Due Book Order

    November 21: Progress narrative sent home (paper copy) with your child, including ATI test information

    November 22-23: No school

    November 27: Parent signature for You Be the Expert Due

    November 30: Mrs. Zitar's Scholastic Book Order Due Book Order: Class Code: HXG6W

    December 3: Art Masterpiece- Bush

    December 4: Art Masterpiece- Heitic

    December 5: Art Masterpiece- Zichichi

    December 6: Art Masterpiece- Zitar

    December 10: You Be the Expert Project Due in class

    December 13: Last day to turn in missing assignments from the second half of second quarter

    December 20: Second quarter ends

    Second Grade Wishlist:

    *Wet Ones Wipes (or the generic brand)

    Please send in a pair of headphones or earbuds for YOUR child. They will use them throughout the year. These will only be used for your child. 

    Comments (-1)
  • November 5 - November 9

    Posted by Kerri Zitar on 11/9/2018 3:30:00 PM
     fall
     
     
    American Heritage Festival  Field Trip
     
    We are very excited about our upcoming field trip on Friday, November 16th.  This will be the first time that Knox Gifted Academy has attended the American Heritage Festival hosted by We Make History. 
     
    We want to remind all our families that we are required to abide by CUSD policy, which states: Field trips are an extension of concepts taught in the classroom. They are encouraged and supported. Only children exhibiting responsible behaviors may go on field trips. Parents are often asked to serve as chaperones and supervisors for various field trips and their assistance is truly appreciated. The district guidelines state that there should be at least one adult for every ten students. The purpose of a parent volunteer on a field trip is to actively supervise students assigned to them, so no younger children are allowed. Sometimes parents who are NOT selected as chaperones wish to participate in the field trip experience with their child and travel to the field trip site independently. We respectfully request that parents NOT selected as chaperones refrain from attending and make separate arrangements to attend with their child at another time.”
     

    In addition, the day we are attending the American Heritage Festival is a dedicated school day. For the safety and security of all students, on those dedicated school days, the American Heritage Festival company has mandated that only school groups with advanced reservations are permitted in to the event. It is not open to the general public. 

     

    We want to thank you in advance for respecting the CUSD field trip policy and the We Make History policy regarding dedicated school days. We strive to uphold the exemplary reputation of Chandler Unified School District and Knox Gifted Academy whether we are at school or out in our community.  We thank you for your support in helping us embody the CUSD core values of excellence and integrity.

     

    Integrated Studies

    This quarter in Integrated Studies starts off with an in-depth exploration of the American Revolution. Dr. Zichichi will lead students through an interactive literature study of  The Revolutionary War - An Interactive History Adventure by Elizabeth Raum. Mrs. Zitar will guide students down the road to revolution as they explore the reasons leading up to the American Revolution through simulations, non-fiction close reads and short writing assignments. Mrs. Bush and Mrs. Heitic will use simulations, coding and design builds to dig into important battles of the American Revolution and special-interest areas such as communication and espionage.

     

    The Revolutionary War-An Interactive History Adventure (Dr. Zichichi):

    Students continue to read The Revolutionary War- An Interactive History Adventure. Students are participating in discussions about the text and creating a presentation to share their learning with others. The integrated studies groups will be working on their own path, while presenting their learning to their groups. The students are asked questions about their reading and asked to use the text explicitly in order to answer the questions. 

    Opinion Writing (Mrs. Zitar):

    Students began learning about opinion writing and the writing process. Using the mentor text, I Wanna Iguana by Karen Kaufman, students built a foundation of understanding about what is an opinion, what is persuasion, who is your audience and what is your purpose when trying to persuade someone to your way of thinking. For the next several lessons, students will work through the entire writing process (planning/pre-writing, rough draft, edit/revise, final draft) as they write a letter about a personal strong opinion they have and would like to persuade someone to think as they think.

    American Revolution (Mrs. Bush and Mrs. Heitic): 

    Students began a new build this week in which they were asked to create a communication device in which they could communicate with someone who was not within 15 feet of them. We started by reading 'Redcoats and Petticoats,' and spoke about the different ways the colonists could get messages to each other. Each student started their design plan and in the next meeting studens will work in a small group to create their communication device and carry out the test. 

    Students also listened to the book trailor for "The Scarlet Stockings Spy" by Trinka Hakes. Then they worked on creating their own spy codes using paper colonial clothing items. They wrote a narrative to explain their codes and next they will build a clothes line to hold their paper clothesline code. 

     

    Math

    In math, students are working on building their algebraic thinking using the operations of multiplication and division. We will work this quarter on building a strong conceptual foundation for multiplication and division. (To see a short video about the conceptual progression of multiplication, please visit our Math Resources for Parents page.) We will be using the third grade mathematics standards and mathematical practices as set forth by the Arizona Department of Education, including the big ideas and mathematical practices listed below.

    Operations and Algebraic Thinking (OA) Note: Grade 3 expectations in this domain are limited to multiplication through 10 x 10 and division with both quotients and divisors less than or equal to 10.

     

    • Represent and solve problems involving whole number multiplication and division.
    • Understand properties of multiplication and the relationship between multiplication and division.
    • Multiply and divide within 100.
    • Solve problems involving the four operations, and identify and explain patterns in arithmetic

     

     

    Standards for Mathematical Practice

    3 MP 1 - Make sense of problems and persevere in solving them.

    Mathematically proficient students explain to themselves the meaning of a problem, look for entry points to begin work on the problem, and plan and choose a solution pathway. While engaging in productive struggle to solve a problem, they continually ask themselves, “Does this make sense?" to monitor and evaluate their progress and change course if necessary. Once they have a solution, they look back at the problem to determine if the solution is reasonable and accurate. Mathematically proficient students check their solutions to problems using different methods, approaches, or representations. They also compare and understand different representations of problems and different solution pathways, both their own and those of others.

    3 MP 4 - Model with mathematics.

    Mathematically proficient students apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. When given a problem in a contextual situation, they identify the mathematical elements of a situation and create a mathematical model that represents those mathematical elements and the relationships among them. Mathematically proficient students use their model to analyze the relationships and draw conclusions. They interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

    3 MP 6 - Attend to precision.

    Mathematically proficient students clearly communicate to others using appropriate mathematical terminology, and craft explanations that convey their reasoning. When making mathematical arguments about a solution, strategy, or conjecture, they describe mathematical relationships and connect their words clearly to their representations. Mathematically proficient students understand meanings of symbols used in mathematics, calculate accurately and efficiently, label quantities appropriately, and record their work clearly and concisely.

    3 MP 7 - Look for and make use of structure.

    Mathematically proficient students use structure and patterns to assist in making connections among mathematical ideas or concepts when making sense of mathematics. Students recognize and apply general mathematical rules to complex situations. They are able to compose and decompose mathematical ideas and notations into familiar relationships. Mathematically proficient students manage their own progress, stepping back for an overview and shifting perspective when needed.

    In addition to the above, we will also using direct instruction to build addition and subtraction fact fluency. "A student with basic fact fluency is able to apply strategies or retrieve known facts quickly. Basic fact fluency is the beginning of procedural fluency. Procedural fluency includes four components: accuracy (getting the answer correct); efficiency (getting to an answer in a reasonable amount of time); appropriate strategy selection (choosing a strategy that fits the problem) and flexibility (using different strategies in different situations or changing strategies when a first choice isn't working). Fluency is often confused with automaticity. Automaticity is typically defined as getting a correct answer within three seconds, either through recall or highly efficient strategy appliation. Automaticity is a natural byproduct of fluency development." (Jennifer Bay-Williams, Games and Tools for Teaching Addition Facts, ASCD).

     

    Reminders

    Extracurricular Activity Fees
     
    Extracurricular activity fees for the 2018-2019 school year are now uploaded to the Infinite Campus Parent Portal.  Payment is due by Oct 31st.  These fees are for field trips, on-site speakers, presentations, character education, and art masterpiece.  

    Once logged in to your Infinite Campus Parent Portal you will see a link titled "InTouch Fee Payments" on the bottom left hand side of the screen.  Please click on the "InTouch Fee Payments" link to access the InTouch (Touch Base) online system to make tax credit donations and/or fee payments. There are no fees for transactions in InTouch. 
      
    Payments will only be accepted through the portal, we will not accept cash or checks in the office. 

    There is an opportunity to make additional tax credit donations in the portal up to $400.  Please note, all fees will be considered tax credit contribution, which you will be able to utilize on your taxes.   The Arizona State tax credit allows an Arizona taxpayer to contribute $200 per Arizona state individual tax return, or $400 per joint tax return if the taxpayer contributes to extracurricular activities or character education programs in a public school. 
     
    If you have any questions, please contact the front office at (480) 812-6100. 
     
    Learning Goals and Scales
     
    This quarter, you will notice that we have begun using learning scales, in addition to rubrics and checklists. (If your child was a student at KGA in kindergarten, you will recognize these learning scales.) Our use of learning scales is based on the research of Robert J. Marzano, and CUSD supports teachers using learning goals and scales in the classroom. 
     
    Why use learning goals and scales:
     
    • Student performance increases when learning goals are clear.
    • Monitoring progress through the use of specific scales enables students to self-reflect and take ownership of their learning.
    • Clear goals and scales are helpful for providing specific feedback.
    (https://www.cusd80.com/Page/40488)
     
    Our desire in 2nd grade is to provide parents with the most accurate representation we can of their student's learning. Learning scales can help parents see a concrete progression of skills. We go over these scales with students prior to projects and assignments so they know what their goal is. Students are learning how to accept feedback and know that feedback is information. We want students to develop a growth mindset and understand that a 3 means they are still working towards meeting a learning target/goal, and that is okay. Students are learning that feedback is information that helps us learn and grow. We also want students to understand that while a 4 meets the learning target, we always encourage them to "strive for five" when thinking about their learning goals. 
     
    Example: 

    3.RI.1 Learning Target Scoring Guide

    3 (Approaching the Learning Target)

    4 (Meets the Learning Target)

    5 (Extending the Learning Target)

    Student answers questions with prompting and support

    The student answers questions referring explicitly to the text as the basis for the answers.

    The student answers questions and explains his/her answer explicitly using the text as the basis for answers..

     
    When using standards based learning scales, 75% is mastery of the standard. So, if your child is at a 4 on the learning scale, that is 80% and they are meeting the standard. A 4 shows they understand. A 3 is 60% and the student is still working towards understanding. A 5 is 100% and shows students are extending the learning target. 
     
    In Infinite Campus, you can interpret your student's percentage to determine whether they are progressing in their understanding of the standard, understanding and meeting the standard or understanding and exceeding the standard using the following scale:
     
    90% - 100% - Student understands and has extended the standard
    75% - 89% - Student understands and is meeting the standard.
    60% - 74% - Student is progressing in their understanding of the standard.
     

    Birthday Treats - We love to celebrate birthdays in 2nd grade. However, due to severe allergies in the grade level, we ask that you only send in non-edible birthday treats if you want to send in treats to celebrate. Also, we only celebrate in homeroom classes.

    Assignments

    We update grades weekly in Infinite Campus, please make sure you are checking their grades on a regular basis. If your child has a grade marked as "M" in Infinite Campus, that means that the assignment is missing. Missing will count as a zero. Students CAN complete the work and turn their work in for an improved grade, at the discretion of the second grade team. Any work that is assigned between the beginning of the year and midquarter, must be turned in by November 14th. Assignments and projects that are assigned between midquarter and near the end of first quarter is due December 13th. We remind the students daily when they have missing assignments and they are given time to complete their work at the end of every day.

    We strongly encourage our students to be present in class. While we understand medical appointments are necessary, we might not be able to provide the lesson individually to your child. If a student is missing class time, they will be excused from the assignment. However, many assignments last several hours/days. If a child is only missing fifteen minutes of class time, they will be expected to complete the assignment in class. Some assignments CANNOT be completed for a better grade, the decision is made by the second grade team. 

    Email

    Thank you to all our parents that are emailing the entire team. We would just like to remind everyone that when sending an email, please email all four members of the team. We will forward your email to the rest of the team if you are not sending it to all of us. You may notice that when you send an email to one teacher, the response is sent to all members of the second grade team. We all work with the students and are responsible for their learning. Thank you for your understanding. 

    Pearl Tests

    Pearl tests may NOT be taken if your child has missing assignments. The pearl test time is used for catch up time instead of taking an optional pearl test. Pearl sign ups are located on a clipboard in each of the homeroom spaces. Students can sign up Monday-Thursday. A great time for students to sign up is after they have completed their morning work or at the end of the day during unfinished work time. Students may not disrupt the class to sign up during instruction time. Students may only take one test per week. Homeroom teachers will list the names on the website after grading the tests. Students are notified on Monday afternoon of the pearl results. Homeroom teachers show the tests to the students, but we do not give the tests to the students. Pearl tests are not completed if that homeroom teacher is absent. 

    Upcoming Dates

    November 12: No school

    November 14: All missing and unfinished assignments are due for the first half of second quarter

    November 16: American Heritage Festival Field Trip

    November 16: KGA Fall Festival

    November 20: Parent signature for You Be the Expert Due

    November 21: Progress narrative sent home (paper copy) with your child, including ATI test information

    November 22-23: No school

    November 27: Parent signature for You Be the Expert Due

    December 3: Art Masterpiece- Bush

    December 4: Art Masterpiece- Heitic

    December 5: Art Masterpiece- Zichichi

    December 6: Art Masterpiece- Zitar

    December 10: You Be the Expert Project Due in class

    December 13: Last day to turn in missing assignments from the second half of second quarter

    December 20: Second quarter ends

    Second Grade Wishlist:

    *Wet Ones Wipes (or the generic brand)

    Please send in a pair of headphones or earbuds for YOUR child. They will use them throughout the year. These will only be used for your child. 

    Comments (-1)
  • October 29 - November 2

    Posted by Kerri Zitar on 11/2/2018 3:00:00 PM
    This quarter, you will notice that we have begun using learning scales, in addition to rubrics and checklists. (If your child was a student at KGA in kindergarten, you will recognize these learning scales.) Our use of learning scales is based on the research of Robert J. Marzano, and CUSD supports teachers using learning goals and scales in the classroom. 
     
    Why use learning goals and scales:
     
    • Student performance increases when learning goals are clear.
    • Monitoring progress through the use of specific scales enables students to self-reflect and take ownership of their learning.
    • Clear goals and scales are helpful for providing specific feedback.
    (https://www.cusd80.com/Page/40488)
     
    Our desire in 2nd grade is to provide parents with the most accurate representation we can of their student's learning. Learning scales can help parents see a concrete progression of skills. We go over these scales with students prior to projects and assignments so they know what their goal is. Students are learning how to accept feedback and know that feedback is information. We want students to develop a growth mindset and understand that a 3 means they are still working towards meeting a learning target/goal, and that is okay. Students are learning that feedback is information that helps us learn and grow. We also want students to understand that while a 4 meets the learning target, we always encourage them to "strive for five" when thinking about their learning goals. 
     
    Example: 

    3.RI.1 Learning Target Scoring Guide

    3 (Approaching the Learning Target)

    4 (Meets the Learning Target)

    5 (Extending the Learning Target)

    Student answers questions with prompting and support

    The student answers questions referring explicitly to the text as the basis for the answers.

    The student answers questions and explains his/her answer explicitly using the text as the basis for answers..

     
    UPDATED INFORMATION: When using standards based learning scales, 75% is mastery of the standard. So, if your child is at a 4 on the learning scale, that is 80% and they are meeting the standard. A 4 shows they understand. A 3 is 60% and the student is still working towards understanding. A 5 is 100% and shows students are extending the learning target. 
     
    In Infinite Campus, you can interpret your student's percentage to determine whether they are progressing in their understanding of the standard, understanding and meeting the standard or understanding and exceeding the standard using the following scale:
     
    90% - 100% - Student understands and has extended the standard
    75% - 89% - Student understands and is meeting the standard.
    60% - 74% - Student is progressing in their understanding of the standard.
     
     
     
    What are we focusing on during second quarter?

    KGA Essential Question- How do systems impact the world?

    *Multiplication and Division

    *Addition and Subtraction Fact Fluency

    *American Revolution

     

    Integrated Studies

    This quarter in Integrated Studies starts off with an in-depth exploration of the American Revolution. Dr. Zichichi will lead students through an interactive literature study of  The Revolutionary War - An Interactive History Adventure by Elizabeth Raum. Mrs. Zitar will guide students down the road to revolution as they explore the reasons leading up to the American Revolution through simulations, non-fiction close reads and short writing assignments. Mrs. Bush and Mrs. Heitic will use simulations, coding and design builds to dig into important battles of the American Revolution and special-interest areas such as communication and espionage.

    This week we only had three groups for Integrated Studies (due to Art Masterpiece).

    The Revolutionary War-An Interactive History Adventure (Dr. Zichichi):

    Students continue to read The Revolutionary War- An Interactive History Adventure. Students are participating in discussions about the text and creating a presentation to share their learning with others. The integrated studies groups will be working on their own path, while presenting their learning to their groups. The students have created puppett shows, Google Slides presentations, and acted out scenes from the book to share their learning. 

    The Road to Revolution (Mrs. Zitar):

    After learning that the French and Indian War was expensive, and Great Britain had to pay for it in some way, students were guided through a taxation without representation simulation in order to feel first hand the colonists outrage at being unfairly taxed. Your student should be able to describe to you how they felt when they were unfairly "taxed" and how they felt when the Parliment Tax Collectors were "paid" from the collected taxes.

    American Revolution (Mrs. Bush and Mrs. Heitic): 

    After placing the events surrounding the Revolutionary War students were asked to research and elaboarte more on each of the different events. Students picked out key ideas and details from the different acts and then participated in discussions about how the events lead up to the Revolutionary War.  

    Using their knowledge about the Boston Tea Party. Students were asked to create and engineer a crate that would keep a tea bag dry. After designing a plan individually students were then asked to combine their ideas with two other group memebers to complete the build. Some students had a tea bag that stayed dry throughout the whole test, other students tea bags became wet slowly over time during the test. 

    Math

    In math, students are working on building their algebraic thinking using the operations of multiplication and division. We will work this quarter on building a strong conceptual foundation for multiplication and division. (To see a short video about the conceptual progression of multiplication, please visit our Math Resources for Parents page.) We will be using the third grade mathematics standards and mathematical practices as set forth by the Arizona Department of Education, including the big ideas and mathematical practices listed below.

    Operations and Algebraic Thinking (OA) Note: Grade 3 expectations in this domain are limited to multiplication through 10 x 10 and division with both quotients and divisors less than or equal to 10.

     

    • Represent and solve problems involving whole number multiplication and division.
    • Understand properties of multiplication and the relationship between multiplication and division.
    • Multiply and divide within 100.
    • Solve problems involving the four operations, and identify and explain patterns in arithmetic

     

     

    Standards for Mathematical Practice

    3 MP 1 - Make sense of problems and persevere in solving them.

    Mathematically proficient students explain to themselves the meaning of a problem, look for entry points to begin work on the problem, and plan and choose a solution pathway. While engaging in productive struggle to solve a problem, they continually ask themselves, “Does this make sense?" to monitor and evaluate their progress and change course if necessary. Once they have a solution, they look back at the problem to determine if the solution is reasonable and accurate. Mathematically proficient students check their solutions to problems using different methods, approaches, or representations. They also compare and understand different representations of problems and different solution pathways, both their own and those of others.

    3 MP 4 - Model with mathematics.

    Mathematically proficient students apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. When given a problem in a contextual situation, they identify the mathematical elements of a situation and create a mathematical model that represents those mathematical elements and the relationships among them. Mathematically proficient students use their model to analyze the relationships and draw conclusions. They interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

    3 MP 6 - Attend to precision.

    Mathematically proficient students clearly communicate to others using appropriate mathematical terminology, and craft explanations that convey their reasoning. When making mathematical arguments about a solution, strategy, or conjecture, they describe mathematical relationships and connect their words clearly to their representations. Mathematically proficient students understand meanings of symbols used in mathematics, calculate accurately and efficiently, label quantities appropriately, and record their work clearly and concisely.

    3 MP 7 - Look for and make use of structure.

    Mathematically proficient students use structure and patterns to assist in making connections among mathematical ideas or concepts when making sense of mathematics. Students recognize and apply general mathematical rules to complex situations. They are able to compose and decompose mathematical ideas and notations into familiar relationships. Mathematically proficient students manage their own progress, stepping back for an overview and shifting perspective when needed.

    In addition to the above, we will also using direct instruction to build addition and subtraction fact fluency. "A student with basic fact fluency is able to apply strategies or retrieve known facts quickly. Basic fact fluency is the beginning of procedural fluency. Procedural fluency includes four components: accuracy (getting the answer correct); efficiency (getting to an answer in a reasonable amount of time); appropriate strategy selection (choosing a strategy that fits the problem) and flexibility (using different strategies in different situations or changing strategies when a first choice isn't working). Fluency is often confused with automaticity. Automaticity is typically defined as getting a correct answer within three seconds, either through recall or highly efficient strategy appliation. Automaticity is a natural byproduct of fluency development." (Jennifer Bay-Williams, Games and Tools for Teaching Addition Facts, ASCD).

     

    Reminders

    Extracurricular Activity Fees
     
    Extracurricular activity fees for the 2018-2019 school year are now uploaded to the Infinite Campus Parent Portal.  Payment is due by Oct 31st.  These fees are for field trips, on-site speakers, presentations, character education, and art masterpiece.  

    Once logged in to your Infinite Campus Parent Portal you will see a link titled "InTouch Fee Payments" on the bottom left hand side of the screen.  Please click on the "InTouch Fee Payments" link to access the InTouch (Touch Base) online system to make tax credit donations and/or fee payments. There are no fees for transactions in InTouch. 
      
    Payments will only be accepted through the portal, we will not accept cash or checks in the office. 

    There is an opportunity to make additional tax credit donations in the portal up to $400.  Please note, all fees will be considered tax credit contribution, which you will be able to utilize on your taxes.   The Arizona State tax credit allows an Arizona taxpayer to contribute $200 per Arizona state individual tax return, or $400 per joint tax return if the taxpayer contributes to extracurricular activities or character education programs in a public school. 
     
    If you have any questions, please contact the front office at (480) 812-6100. 
     

    Birthday Treats - We love to celebrate birthdays in 2nd grade. However, due to severe allergies in the grade level, we ask that you only send in non-edible birthday treats if you want to send in treats to celebrate. Also, we only celebrate in homeroom classes. Mrs. Bush, Mrs. Heitic, and Mrs. Zit ar have 24 students. Dr. Zichichi has 25 students.

    Assignments

    We update grades weekly in Infinite Campus, please make sure you are checking their grades on a regular basis. If your child has a grade marked as "M" in Infinite Campus, that means that the assignment is missing. Missing will count as a zero. Students CAN complete the work and turn their work in for an improved grade, at the discretion of the second grade team. Any work that is assigned between the beginning of the year and midquarter, must be turned in by November 14th. Assignments and projects that are assigned between midquarter and near the end of first quarter is due December 13th. We remind the students daily when they have missing assignments and they are given time to complete their work at the end of every day.

    We strongly encourage our students to be present in class. While we understand medical appointments are necessary, we might not be able to provide the lesson individually to your child. If a student is missing class time, they will be excused from the assignment. However, many assignments last several hours/days. If a child is only missing fifteen minutes of class time, they will be expected to complete the assignment in class. Some assignments CANNOT be completed for a better grade, the decision is made by the second grade team. 

    Email

    Thank you to all our parents that are emailing the entire team. We would just like to remind everyone that when sending an email, please email all four members of the team. We will forward your email to the rest of the team if you are not sending it to all of us. You may notice that when you send an email to one teacher, the response is sent to all members of the second grade team. We all work with the students and are responsible for their learning. Thank you for your understanding. 

    Pearl Tests

    Pearl tests may NOT be taken if your child has missing assignments. The pearl test time is used for catch up time instead of taking an optional pearl test. Pearl sign ups are located on a clipboard in each of the homeroom spaces. Students can sign up Monday-Thursday. A great time for students to sign up is after they have completed their morning work or at the end of the day during unfinished work time. Students may not disrupt the class to sign up during instruction time. Students may only take one test per week. Homeroom teachers will list the names on the website after grading the tests. Students are notified on Monday afternoon of the pearl results. Homeroom teachers show the tests to the students, but we do not give the tests to the students. Pearl tests are not completed if that homeroom teacher is absent. 

    Upcoming Dates

    November 6: Recources for You Be the Expert Project are due with parent signature

    November 8: Tall Tales and Heroes Play at 6:00 p.m.

    November 9: Veteran's Day Celebration 8:30 a.m.

    November 9: Tall Tales and Heroes Play at 10:20 a.m. and 2:00 p.m.

    November 12: No school

    November 14: All missing and unfinished assignments are due for the first half of second quarter

    November 16: American Heritage Festival Field Trip

    November 16: KGA Fall Festival

    November 20: Parent signature for You Be the Expert Due

    November 21: Progress narrative sent home (paper copy) with your child, including ATI test information

    November 22-23: No school

    November 27: Parent signature for You Be the Expert Due

    December 3: Art Masterpiece- Bush

    December 4: Art Masterpiece- Heitic

    December 5: Art Masterpiece- Zichichi

    December 6: Art Masterpiece- Zitar

    December 10: You Be the Expert Project Due in class

    December 13: Last day to turn in missing assignments from the second half of second quarter

    December 20: Second quarter ends

    Second Grade Wishlist:

    *Wet Ones Wipes (or the generic brand)

    Please send in a pair of headphones or earbuds for YOUR child. They will use them throughout the year. These will only be used for your child. 

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  • October 22 - October 26

    Posted by Tara Zichichi on 10/26/2018 3:00:00 PM
     
    This quarter, you will notice that we have begun using learning scales, in addition to rubrics and checklists. (If your child was a student at KGA in kindergarten, you will recognize these learning scales.) Our use of learning scales is based on the research of Robert J. Marzano, and CUSD supports teachers using learning goals and scales in the classroom. 
     
    Why use learning goals and scales:
     
    • Student performance increases when learning goals are clear.
    • Monitoring progress through the use of specific scales enables students to self-reflect and take ownership of their learning.
    • Clear goals and scales are helpful for providing specific feedback.
    (https://www.cusd80.com/Page/40488)
     
    Our desire in 2nd grade is to provide parents with the most accurate representation we can of their student's learning. Learning scales can help parents see a concrete progression of skills. We go over these scales with students prior to projects and assignments so they know what their goal is. Students are learning how to accept feedback and know that feedback is information. We want students to develop a growth mindset and understand that a 3 means they are still working towards meeting a learning target/goal, and that is okay. Students are learning that feedback is information that helps us learn and grow. We also want students to understand that while a 4 meets the learning target, we always encourage them to "strive for five" when thinking about their learning goals. 
     
    Example: 

    3.RI.1 Learning Target Scoring Guide

    3 (Approaching the Learning Target)

    4 (Meets the Learning Target)

    5 (Extending the Learning Target)

    Student answers questions with prompting and support

    The student answers questions referring explicitly to the text as the basis for the answers.

    The student answers questions and explains his/her answer explicitly using the text as the basis for answers..

     
     
     

    What are we focusing on during second quarter?

    KGA Essential Question- How do systems impact the world?

    *Multiplication and Division

    *Addition and Subtraction Fact Fluency

    *American Revolution

     

    Integrated Studies

    This quarter in Integrated Studies starts off with an in-depth exploration of the American Revolution. Dr. Zichichi will lead students through an interactive literature study of  The Revolutionary War - An Interactive History Adventure by Elizabeth Raum. Mrs. Zitar will guide students down the road to revolution as they explore the reasons leading up to the American Revolution through simulations, non-fiction close reads and short writing assignments. Mrs. Bush and Mrs. Heitic will use simulations, coding and design builds to dig into important battles of the American Revolution and special-interest areas such as communication and espionage.

    This week and next week, we only had three groups for Integrated Studies (due to Art Masterpiece).

    The Revolutionary War-An Interactive History Adventure (Dr. Zichichi):

    Students continue to read The Revolutionary War- An Interactive History Adventure. Students are participating in discussions about the text and creating a presentation to share their learning with others. The integrated studies groups will be working on their own path, while presenting their learning to their groups. The students have created puppett shows, Google Slides presentations, and acted out scenes from the book to share their learning. 

    The Road to Revolution (Mrs. Zitar):

    After learning that the French and Indian War was expensive, and Great Britain had to pay for it in some way, students were guided through a taxation without representation simulation in order to feel first hand the colonists outrage at being unfairly taxed. 

    American Revolution (Mrs. Bush and Mrs. Heitic): 

    After placing the events surrounding the Revolutionary War students were asked to research and elaboarte more on each of the different events. Students picked out key ideas and details from the different acts and then participated in discussions about how the events lead up to the Revolutionary War.  

    Math

    In math, students are working on building their algebraic thinking using the operations of multiplication and division. We will work this quarter on building a strong conceptual foundation for multiplication and division. (To see a short video about the conceptual progression of multiplication, please visit our Math Resources for Parents page.) We will be using the third grade mathematics standards and mathematical practices as set forth by the Arizona Department of Education, including the big ideas and mathematical practices listed below.

    Operations and Algebraic Thinking (OA) Note: Grade 3 expectations in this domain are limited to multiplication through 10 x 10 and division with both quotients and divisors less than or equal to 10.

     

    • Represent and solve problems involving whole number multiplication and division.
    • Understand properties of multiplication and the relationship between multiplication and division.
    • Multiply and divide within 100.
    • Solve problems involving the four operations, and identify and explain patterns in arithmetic

     

     

    Standards for Mathematical Practice

    3 MP 1 - Make sense of problems and persevere in solving them.

    Mathematically proficient students explain to themselves the meaning of a problem, look for entry points to begin work on the problem, and plan and choose a solution pathway. While engaging in productive struggle to solve a problem, they continually ask themselves, “Does this make sense?" to monitor and evaluate their progress and change course if necessary. Once they have a solution, they look back at the problem to determine if the solution is reasonable and accurate. Mathematically proficient students check their solutions to problems using different methods, approaches, or representations. They also compare and understand different representations of problems and different solution pathways, both their own and those of others.

    3 MP 4 - Model with mathematics.

    Mathematically proficient students apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. When given a problem in a contextual situation, they identify the mathematical elements of a situation and create a mathematical model that represents those mathematical elements and the relationships among them. Mathematically proficient students use their model to analyze the relationships and draw conclusions. They interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

    3 MP 6 - Attend to precision.

    Mathematically proficient students clearly communicate to others using appropriate mathematical terminology, and craft explanations that convey their reasoning. When making mathematical arguments about a solution, strategy, or conjecture, they describe mathematical relationships and connect their words clearly to their representations. Mathematically proficient students understand meanings of symbols used in mathematics, calculate accurately and efficiently, label quantities appropriately, and record their work clearly and concisely.

    3 MP 7 - Look for and make use of structure.

    Mathematically proficient students use structure and patterns to assist in making connections among mathematical ideas or concepts when making sense of mathematics. Students recognize and apply general mathematical rules to complex situations. They are able to compose and decompose mathematical ideas and notations into familiar relationships. Mathematically proficient students manage their own progress, stepping back for an overview and shifting perspective when needed.

    In addition to the above, we will also using direct instruction to build addition and subtraction fact fluency. "A student with basic fact fluency is able to apply strategies or retrieve known facts quickly. Basic fact fluency is the beginning of procedural fluency. Procedural fluency includes four components: accuracy (getting the answer correct); efficiency (getting to an answer in a reasonable amount of time); appropriate strategy selection (choosing a strategy that fits the problem) and flexibility (using different strategies in different situations or changing strategies when a first choice isn't working). Fluency is often confused with automaticity. Automaticity is typically defined as getting a correct answer within three seconds, either through recall or highly efficient strategy appliation. Automaticity is a natural byproduct of fluency development." (Jennifer Bay-Williams, Games and Tools for Teaching Addition Facts, ASCD).

     

    Reminders

    Extracurricular Activity Fees
     
    Extracurricular activity fees for the 2018-2019 school year are now uploaded to the Infinite Campus Parent Portal.  Payment is due by Oct 31st.  These fees are for field trips, on-site speakers, presentations, character education, and art masterpiece.  

    Once logged in to your Infinite Campus Parent Portal you will see a link titled "InTouch Fee Payments" on the bottom left hand side of the screen.  Please click on the "InTouch Fee Payments" link to access the InTouch (Touch Base) online system to make tax credit donations and/or fee payments. There are no fees for transactions in InTouch. 
      
    Payments will only be accepted through the portal, we will not accept cash or checks in the office. 

    There is an opportunity to make additional tax credit donations in the portal up to $400.  Please note, all fees will be considered tax credit contribution, which you will be able to utilize on your taxes.   The Arizona State tax credit allows an Arizona taxpayer to contribute $200 per Arizona state individual tax return, or $400 per joint tax return if the taxpayer contributes to extracurricular activities or character education programs in a public school. 
     
    If you have any questions, please contact the front office at (480) 812-6100. 
     

    Birthday Treats - We love to celebrate birthdays in 2nd grade. However, due to severe allergies in the grade level, we ask that you only send in non-edible birthday treats if you want to send in treats to celebrate. Also, we only celebrate in homeroom classes. Mrs. Bush, Mrs. Heitic, and Mrs. Zit ar have 24 students. Dr. Zichichi has 25 students.

    Assignments

    We update grades weekly in Infinite Campus, please make sure you are checking their grades on a regular basis. If your child has a grade marked as "M" in Infinite Campus, that means that the assignment is missing. Missing will count as a zero. Students CAN complete the work and turn their work in for an improved grade, at the discretion of the second grade team. Any work that is assigned between the beginning of the year and midquarter, must be turned in by November 14th. Assignments and projects that are assigned between midquarter and near the end of first quarter is due December 13th. We remind the students daily when they have missing assignments and they are given time to complete their work at the end of every day.

    We strongly encourage our students to be present in class. While we understand medical appointments are necessary, we might not be able to provide the lesson individually to your child. If a student is missing class time, they will be excused from the assignment. However, many assignments last several hours/days. If a child is only missing fifteen minutes of class time, they will be expected to complete the assignment in class. Some assignments CANNOT be completed for a better grade, the decision is made by the second grade team. 

    Email

    Thank you to all our parents that are emailing the entire team. We would just like to remind everyone that when sending an email, please email all four members of the team. We will forward your email to the rest of the team if you are not sending it to all of us. You may notice that when you send an email to one teacher, the response is sent to all members of the second grade team. We all work with the students and are responsible for their learning. Thank you for your understanding. 

    Pearl Tests

    A new pearl has been opened. Check out the challenging American Revolution pearl!

    Pearl tests may NOT be taken if your child has missing assignments. The pearl test time is used for catch up time instead of taking an optional pearl test. Pearl sign ups are located on a clipboard in each of the homeroom spaces. Students can sign up Monday-Thursday. A great time for students to sign up is after they have completed their morning work or at the end of the day during unfinished work time. Students may not disrupt the class to sign up during instruction time. Students may only take one test per week. Homeroom teachers will list the names on the website after grading the tests. Students are notified on Monday afternoon of the pearl results. Homeroom teachers show the tests to the students, but we do not give the tests to the students. Pearl tests are not completed if that homeroom teacher is absent. 

    Upcoming Dates

     

    October 29: Art Masterpiece- Zichichi

    Ocotber 30: Art Masterpiece- Zitar

    October 30: Project idea for You Be the Expert Project is chosen is due with parent signature

    November 6: Recources for You Be the Expert Project are due with parent signature

    November 8: Tall Tales and Heroes Play at 6:00 p.m.

    November 9: Tall Tales and Heroes Play at 10:20 a.m. and 2:00 p.m.

    November 12: No school

    November 14: All missing and unfinished assignments are due for the first half of second quarter

    November 16: American Heritage Festival Field Trip

    November 16: KGA Fall Festival

    November 20: Parent signature for You Be the Expert Due

    November 21: Progress narrative sent home (paper copy) with your child, including ATI test information

    November 22-23: No school

    November 27: Parent signature for You Be the Expert Due

    December 3: Art Masterpiece- Bush

    December 4: Art Masterpiece- Heitic

    December 5: Art Masterpiece- Zichichi

    December 6: Art Masterpiece- Zitar

    December 10: You Be the Expert Project Due in class

    December 13: Last day to turn in missing assignments from the second half of second quarter

    December 20: Second quarter ends

    Second Grade Wishlist:

    *Wet Ones Wipes (or the generic brand)

    Please send in a pair of headphones or earbuds for YOUR child. They will use them throughout the year. These will only be used for your child. 

    Comments (-1)