Metzler Elementary Fall Open House

AM – Switch Class 11:16 – Lunch 11:46 – Recess PM – Homeroom Class 2:15 – Specials (Tuesday 8:30) Schedule

 Letter Grades are given each 9 weeks and a progress report will come home the 5th week.  A  B80-89  C75-79  D70-74  FGrades below 70 are failing  Music/Art/PE: Excellent, Satisfactory, Needs Improvement, Unsatisfactory  Behavior: Excellent, Satisfactory, Needs Improvement, Unsatisfactory Grading Procedure

GRADING GUIDELINES Major Grades: 50% Minor Grades: 50% Reading: 3 major, 6 minor Language Arts: 3 major, 6 minor Social Studies: 2 major, 5 minor Technology: 1 major, 1 minor Math: 4 major, 9 minor Science: 3 major, 6 minor Grading Policy

 Agenda/Wednesday Folder  Child will record their conduct daily in Agenda  Should be reviewed daily by parent  The Wednesday folder will note previous week’s conduct, any grade concerns, and should be signed weekly Behavior Chart

Red-Superhero Gold-Sidekick Yellow-Soaring Green-Ready to Fly Dark Blue-Make Better Choices Light Blue-Teacher's Choice Grey-Parent Contact Work Habits 1. Completes Homework 2. Participates in Class 3. Follows Directions 4. Uses Time Effectively Conduct Chart

 As part of Metzler’s school-wide discipline program, teachers gain the attention of their students by holding up a hand to signal “High Five”. Students know that this means:  1. Eyes on speaker  2. Quiet  3. Be still  4. Hands-free  5. Listen “Give Me Five”

Homework and notes will be in Homework Folder. Wednesday Folders-graded work and school notes. Please check your for updates from Mrs. Bailey and Mrs. Carruth. Teacher’s newsletter has classroom information, as well as curriculum and important dates. is checked before/during lunch/after school. Parent conference day – October 13th. **Please sign up today during Open House. Miscellaneous

Daily Five consists of five literacy based components: Read to Self Read to Someone Work on Writing/Respond to Reading Listen to Reading Word Work Students are independently building reading and comprehension skills, as well as writing and spelling skills; after whole group instruction. Teacher meets with small groups to further develop reading strategies, comprehension and fluency (guided reading). Daily Five

 Spelling lists will be written in the agenda and provided in the weekly newsletter  Most words will follow the spelling pattern of the week, the remainder will be high frequency words or special challenge words Spelling

 Student Portfolios will be used to track grade level targets; as well as personal student goals in math and reading.  Each nine weeks new learning targets will be posted in portfolios. We will strive to attain mastery in each of those targets.  Students will record successes with their own personal goals Learning Targets and Student Portfolios

 In second grade, students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills.  Students develop their ability to think and construct meaning from a variety of genres while listening and participating during read-aloud and shared reading. They apply their learning during guided reading and independent reading.  Reading activities include work in phonological awareness, vocabulary, and comprehension, as well as developing skills in literary analysis and critical thinking.  Students will work on the foundations of writing and how conventions enhance a writer’s message. Author’s craft and purpose are explored through daily writing activities. English Language Arts

 Graphing and Data Analysis  Place Value to 1,200  Number Patterns and Strategies  Automaticity of Facts  Addition and Subtraction with and without Regrouping (3-digit)  Money  Geometry  Fractions  Time  Multiplication Concepts  Measurement Math

 Students learn science skills and to identify components and processes of the natural world including the water cycle and the use of resources.  They observe melting and evaporation, weathering, and the pushing and pulling of objects as examples of change.  In addition, students distinguish between characteristics of living organisms and nonliving objects, compare lifelong needs of plants and animals, understand how living organisms depend on their environments, and identify functions of parts of plants and animals. Science

 Students focus on a study of their local community by examining the impact of significant individuals and events on the history of the community as well as on the state and nation.  The relationship between the physical environment and human activities is introduced as are the concepts of consumers and producers.  Students identify functions of government as well as services provided by the local government.  Students continue to acquire knowledge of customs, symbols, and celebrations that represent American beliefs and principles.  They explain how technological innovations have changed transportation and communication.  Students communicate what they have learned in written, oral, and visual forms. Social Studies

 Students should know their basic addition and subtraction facts to 20. Please have your child work on these frequently. Our goal is to have automaticity in this skill this year.  Students should be aware there is more than one way to solve a problem or arrive at an answer. Ex: = 11, = 11 Ways to help with Math

 Check out a book on the child’s reading level (pick “good fit” books).  Have your student read daily at home.  As your student grows as a reader; they should be able to retell the character, setting, events, problem and solution of the story.  Discuss the book with your child. Ex: What was their favorite part, what connections did they have with the book, what was the main character like, what’s the author’s message? Ways to help with Reading

 Students need to be able to write in complete sentences.  Example: What did Frog learn from Toad? Frog learned from Toad that it is important to do your best work.  Encourage consistent use of capitalization and punctuation in daily writing including homework assignments. Ways to help with Writing

Works and reads independently 20 – 25 minutes. Writes in complete sentences using punctuation and capitalization. Knows their addition and subtraction facts. Is able to problem solve minor problems. Raises their hand and waits for a teacher response. Waits his/her turn to speak when someone else is talking. Is responsible for homework, agenda, and book bags. What does a Second Grader do?

 We must have a signed note or from a parent if there will be a change in mode of transportation.  We will not be able to honor a child’s verbal message from you. This is campus policy. Transportation

Contact information: Phone: Phone: It’s going to be a great year at Metzler! Thank you for attending.