Second Grade Mrs. Fairless
Questions Use sticky notes to write down any questions you may have during the power point. I will be answering all questions at the end.
About your child’s new teacher, Mrs. Fairless • BS degree in Elementary Education • Minor in Child Development • Reading Certification k-12. • Teaching since 2000. • Teaching is my hobby!!!! It is not a job! I also love swimming, photography, and scrapbooking. • Two boys- one in Kindergarten • Live in New Bern • Married, husband is an aerospace engineer working for NADEP
Morning Schedule • 7:55-8:15 Read Morning Message, Quiet Talking, and Book Selection • 8:15-8:20 Announcements and Pledges • 8:20-8:45 Morning Work (Monday- Thurs) • Book Buddies (Friday) • 8:45-9:00 Morning Meeting • 9:00-9:45 Writer’s Workshop • 9:45-10:15 Recess • 10:15-10:55 Share time for Writer’s Workshop • Word Study or Read aloud • 11:01-11:29 Lunch
Afternoon Schedule • 11:35-12:15 Reader’s Workshop • 12:15-1:00 Specials • Monday- Art Tuesday- Music Wednesday- PE • Thursday- Computers Friday PE • 1:00-1:15 Independent Activity Time • 1:15-2:00 Math • 2:00-2:30 Science, Social Studies, or Health (based on enrichment of Weekly Theme) • 2:30-2:45 Afternoon Wrap Up
The social curriculum is as important as the academic curriculum. • How children learn is as important as what they learn: Process and content go hand in hand. • The greatest cognitive growth occurs through social interaction. • To be successful academically and socially, children need a set of social skills: cooperation, assertion, responsibility, empathy, and self-control. • Knowing the children we teach–individually, culturally, and developmentally–is as important as knowing the content we teach. • Knowing the families of the children we teach and working with them as partners is essential to children's education. • How the adults at school work together is as important as individual competence: Lasting change begins with the adult community.
Morning Meeting • Greeting • Sharing • Group Activity • News and Announcements Morning meeting builds community and makes children feel safe and important in their classroom.
Creating Rules • Hopes • First Draft Rules • Condensing Rules (3-5)- Global- broad goals • Publishing the Rules • Reporting Rules to our families
Teaching Procedures • We will go through almost every practice in the classroom, step by step • IE: homework, bathroom, recess, lunch, etc. • REINFORCE (I noticed that you…) • REMIND THEM (This is how we…) • REDIRECT (Stop running. The rules say to walk.)
Logical Consequences So what happens when a child breaks a rule? Logical Consequences are not punishments. Everyone makes mistakes. Children Will push the limits- this is normal. They are trying to figure the rules out- as well as to see if we’ll follow through. My goal is to help our children learn selfcontrol. • You break it, you fix it! Action of Apology • Loss of privilege (for a limited time) • Time Out in classroom or another classroom • Office Referral (only after everything else fails or for serious conduct problems such as fighting)
Time Out “I use time out when a child is just beginning to lose it. This is before the child has lost face in the group. It’s at this point that time out is more effective. Like those grooves on the side of the highway, it’s a gentle nudge to get us back on track before we barrel off the road.” Deborah Porter Rules in School
How You Can Help with Your Child’s Responsive Classroom • An example of how you can help: Mary has forgotten her homework. Instead of rushing out to school, her mom decides to leave it where Mary left it. The point is to teach Mary responsibility. Mom was not there to bail her out so next time she’ll remember her homework. • Review promises often • Talk with your child about school (conversation journals) • Help problem solve with your child. How can we work this out? • Use I language often (I notice that you _______. I am sure _____ was hurt when you ______.) • Be a part of the school community (volunteer in class, keep in touch with me, etc.)
The purpose of Room 20 being a Responsive Classroom To help children become better thinkers and problem solvers. To help children gain self control. To show children there are consequences for every action- positive vs. negative. To improve self esteem. To change the world one child at a time.
Reading/ Writing Workshop • Explanation of Workshop model • Where I get my lessons (student needs, books, etc) • Less worksheets, more work • Grading- writing pieces, DRA levels, CONFERRING with the children is the main form of grading. • Conference Log. • Conferring (one-on-one) • Small group • DRA (reading level) 24 by the end of second grade
Overview of This Year’s Units of Study in Reading • Launching • Readers Use Strategies to Figure Out Words and Retell the Story • Readers Talk about Books and Grow Ideas • Readers Monitor for Comprehension • Non- fiction Reading • Author/ Character Study • Poetry • Readers Build Fluency and Stamina • Book Clubs
Overview of This Year’s Units of Study in Writing • Launching Through Writing Small Moments • Writing for Readers • Craft of Revision • Authors as Mentors • Letter Writing • Non- fiction writing • Realistic Fiction • Poetry
Math Instruction • 4 quarterly math assessments. Parents notified of the grade on the report card. • Skills taught based on county’s pacing guide. • Mastery teaching- we don’t move on until we have it. • Start with basic, but move to application.
Science, Social Studies, and Healthful Living • These subjects are integrated with our core subjects as much as possible. • Enriching activities • Inquiry based/ experiments • In class projects • Nonfiction reading • Internet/ technology based
Homework and Agenda SEE HANDOUT!!! • 10 individualized spelling words each week • How this works- an explanation • Spelling test on Friday • Handwriting practice one night with spelling words • Math Facts • Math worksheet (needs basis- 1-2 times a week, if that) • Nightly reading 20 + minutes (encourage- don’t force and don’t time them) • Conversation Journal • Agenda- please sign and check nightly.
Snacks/ Recess • 30 minutes of daily physical activity; recess • Snacks for recess (healthy choices) • Please no soft drinks (Coke, Pepsi, etc)
PDSA • Class mission and vision statements • Learning goal • Plan • Do • Study • Act
Parental Involvement Parents + Teachers= Successful Children • Conversation Journal (Nightly) • Weekly Folders • Weekend Newsletters • Website • Email!!! firstname.lastname@example.org • Call me after school • Visit anytime to observe, participate, or volunteer. Please set up time. • Conference (teacher calls conferences several times a year.) Beginning, Middle, End • Parents may call a conference. • Parent volunteer form in manila envelopes (just for this class)
Other Important Information • Scrapbooks • Scholastic Book Orders • Field Trips • Email addresses needed on information form- please press hard enough to go through all of the pages because I get the last copy. • Extended Planning Sessions • Don’t forget to ask for a HUG volunteer form • Extended Learning and REI (Title 1) • PTO • Medications • Bumpy Day Note • When school starts and ends -Tardies 8:05am • First “Listening” Conferences
“Education is the most powerful weapon which you can use to change the world.” Nelson Mandela