WELCOME ! ! !
A typical day in 101 East might look like this:
Breakfast/Problem of the Day or Daily Common Core Review
Morning Meeting/Community Circle
We typically begin with a whole group mini-lesson related to reading skills and strategies, a book talk, and/or shared reading. An individualized/small group approach is used. The children are closely and continuously monitored and directed to books at their instructional level. A variety of materials and genres of literature are used for guided reading practice, and to teach reading strategies. I strive to promote a “love” of reading and literature. This classroom offers a plethora of reading choices.
I use an individualized program. Students are pre-tested, then select their words from those that are still “tricky” for them. When the 2nd grade list is mastered, we move on to more challenging words. In this way, they are always working at their own independent level. We have a test each Friday.
Each week, we work with a specific principle which the children can then apply to their independent work in spelling, reading, and writing.The focus is presented with a mini-lesson, followed by guided and independent practice of the concept.
The district uses the Handwriting Without Tears program.
MSAD #49 uses the Common Core aligned Envisions Math program. Lessons begin with a brief video clip introduction, followed by a hands-on problem solving activity done with a partner or small group. Whole group guided practice reinforces the concept prior to students working independently to demonstrate their understanding. Center games provide reinforcement, practice, and enrichment.
We eat together in the classroom.
The district uses the Common Core aligned writing program developed by Lucy Calkins. Children are involved in writing personal narratives, informational texts, opinion letters, and poetry.Another favorite writing activity is conducting interviews of grandparents, writing and publishing their biographies, and then inviting them into the classroom to share the work at an author’s tea.
The second grade curriculum is explored through the use of trade books, educational magazines, group discussions, experiments, etc. Some of our topics include maps, Maine, insects, birds, Native Americans, matter, important historical figures, land forms, and plants. Projects and activities are used to promote and to assess concept understanding. We take curriculum related field trips to Old Fort Western, the Maine State Museum, Longfellow's Greenhouse, and L.C. Bates Museum during the year.
Art, Music, Library, Computer and Physical Education occur once per week. We also make use of the iPad cart weekly.
Children are expected to read 15 - 20 minutes and to practice their spelling words nightly. On occasion, there may be an assignment related to a special project.
My belief is that all children are capable of learning,and deserving of a safe, trusting, caring, and respectful environment in which to do so. We work to develop self-discipline, mutual respect, responsibility, and friendship. Each child is recognized and accepted for his/her own “uniqueness.” I set high standards for student performance: academic and behavioral. My experience has been that children enjoy rising to the challenges that I put before them.
Our classroom motto has been:
“You never know what you can do until you TRY!”
Parent and/or grandparent involvement is encouraged and much appreciated. In the past, volunteers have helped our individualized reading and spelling programs to function properly.
I try to maintain ongoing communication through newsletters, e-mail, phone calls and journals, when necessary. If you have questions of me please call (453-4240), or email me at firstname.lastname@example.org.
Thank you for taking an active part in your child’s education.