2017 - 2018
EXPECTATIONS
Ms. Butsuda, Grade 2
Communication
You are your child’s most important “teacher.” My job is to provide for the overall academic needs of your child to the best of my ability. I do not know all the answers, but I am fortunate to be able to gain knowledge from a wonderful staff of teachers and specialists who are dedicated to helping your child succeed.
Class Assignments
Students will complete and turn in all class assignments. Work not completed on time will be completed during Think Tank or assigned for homework.
Assessment
Students will be assessed (‘graded’) against grade level expectations and not other students. The following is the District’s scoring rubric:
4: Extending/Exceeding Standard Consistently extends key concepts, processes, and skills with greater depth and complexity beyond grade level expectations.
3: Meeting Standard Regularly demonstrates proficiency of and applies key concepts, processes, and skills. Has met the grade level standard.
2: Approaching Standard Demonstrates some understanding of key concepts, processes, and skills. Is aproaching grade level standards.
1: Area of Concern Does not demonstrate understanding of key concepts, processes, and skills. Making little or no progress on skills taught at this grade level
OK: This is written on work that fulfills the requirement, but is not graded.
Work at Home(from DUSD Handbook, pg. 5 - On Fred website under Resources tab)
Our District policy lists a minimum of 20 minutes of homework for Second Grade. In addition, nightly readingfor a minimum of 15 minutes daily is needed to keep your child at grade level. As per the handbook, independent reading, projects, test preparation,extracurricular activities are not considered homework within the 20 minutes. (DUSD Handbook, pg 5,- On Fred website under Resources tab.) More information on my homework is attached.
Think Tank
Think Tank is assigned to students who are tardy, haven’t completed class work or haven’t turned in homework. Think Tank is during the first 5 minutes of the Morning Recess. It is for incomplete, or not turned in schoolwork. It is not for poor behavior. During Think Tank we just discuss how work can be finished and turned in. A detailed description of Think Tank was sent home the first week of school for your signature.
Scholar’s Club
Students learn to become metacognitive (know what you know and know what you don’t know). I celebrate when students know when they need extra help! Students come to ‘Scholar’s Club’ during lunch recess to receive extra instruction. I want your child to think about what they really know and to empower them to seek help. This is not time to make-up work.
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Classroom Behavior and Readiness
"Respect, Responsibility, & Readiness" are the overarching expectations at Frederiksen. Students whohave difficulty meeting those expectations will have time to reflect and decide on an action plan so they can work toward meeting these expectations in the future. Since students are motivated by different things, consequences will be differentiated.
Restroom Procedures
Children will use the restroom during recesses. If a student needs to use the restroom during class, they will normally pay me a "SPOT" (classroom money). The payment is so students become aware of their bodies and their needs.
Incentives for Positive Learning Behavior
A variety of positive incentives are used to promote good behavior and good learning behavior such as answering questions and working well with partners. Class points, group points, as well as individual rewards are given.
Our primary positive incentive is our classroom money, "SPOTS". During the year, they will be able to 'buy' non-food items or services, such as an extra 5 minutes of computer time or 5 minute of coloring.
Clothing(from DUSD Handbook, pg. 12 - On Fred website under Resources tab)
Good grooming and practical clothes, and jewelry are encouraged at all times. Halter tops, spaghetti straps, bare tummies, and tee‐shirts with inappropriate graphics are prohibited. Short hems must be at least the length of the longest finger on the hand‐to‐thigh. Shoes must be appropriate to student safety. Students who arrive at school without proper personal cleanliness or neatness of dress or whose dress is not consistent with district and school rules may be sent home to be properly prepared for school or to change clothes.
Cell Phones & Electronics(from DUSD Handbook, pg. 16 - On Fred website under Resources tab)
Our school policy is as follows: Student devices, such as cell phones, are to be put away from 8:10-2:00 or 3:00 (8:35-12:26 if it is a Kindergartener) . As students enter the school grounds at 8:10, they will put devices away (to avoid inappropriate content viewing by other students among other things). They may use devices after school is dismissed
It is best practice for teachers to collect all cell phones/devices in a container located near or the teacher desk to avoid any problems with inappropriate use during school hours, or theft.
Attendance
Most of our class work cannot be recreated in a worksheet. Our work involves working with partners and groups using the Smartboard, individual whiteboards, and student-created charts and information. If they miss class time, they will miss information which may make curriculum and explorations more comprehensible. Please avoid having children be tardy, absent, or picked up early.
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Tardies
Students will know they are tardy if the final 8:25 bell has rung and they are not in line to come in. Even if my classroom door is open, students coming after 8:25, are tardy. Please go immediately to the office to sign-in and pick up a tardy ticket before coming to class through the hall door. It is important to sign-in at the office and get a tardy ticket before coming to class.
This is important because if I have already taken attendance, the attendance clerk will check the tardy list to see if you are here, before calling your family to find out why you aren't at school.
Picking Up Students During the Day
Persons picking up students during school must be listed on the emergency card. The office will call the classroom and I will send the student to the office. Students will not be pick-up from the classroom or on the playground.
Teacher Webpage
Please visit my teacher webpage for many of the forms and homework pages we use. From the Frederiksen webpage, go to "Teacher Sites".
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DAILY SCHEDULE
8:10 / Students allowed on campus8:25 / School begins
10:05 – 10:20 / Recess
11:30 – 12:10 / Lunch: Eats 11:30 - 11:50 Recess: 11:50 - 12:10
2:00 / Dismissal Monday, Tuesday
3:00 / Dismissal Wednesday, Thursday, Friday
11:00 - 11:30 / Tuesday - Library
10:20 - 11:05 / Wednesday - P.E. (Wear appropriate shoes)
11:05 - 11:50 / Friday - Fine Arts
SPECIAL SCHEDULES - See dates below
8:25 – 2:00 / Collaboration Day (teacher meeting day)8:25 – 12:30 / Minimum Day
2017 Collaboration
Aug. 23, 30
Sept. 13, 20, 27
Oct. 11, 18, Nov. 1, 29
Dec. 6, 13 / 2018 Collaboration
Jan 10, 31
Feb. 14, 28
March 7, 21,
April 11, 25, May 9, 23 / 2017 - 2018 Minimum Days
Oct. 27, 31
Dec. 21, Feb. 16
Mar. 30, May 31
June 1
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HOME - SCHOOL CONNECTION WORK
Requirements and Instructions
Academic study done at home is an opportunity to make a connection between school and home. Our District policy lists a minimum of 20 minutes of homework for Second Grade. In addition, daily reading is needed to ensure your child improves. By having a regular, daily time and place to do study, you show your child that you value education, and that you think their work is important.An academic work packet is usually given out the last day of the week and is due the following last day of the week. Return the entire packet neatly stapled.
Students will turn in packets on time. Completing work on time is an important skill to learn. If you notice your child consistently has difficulty completing our standard work, or that it takes them an unreasonable amount of time, please contact me.
READING: Your child should read a minimum of 20 minutes daily. All reading material counts (newspapers, magazines, pamphlets.) Student may read to themselves or to someone, however, being read to does not count. See flyer, Read, Read, Read, Read, to see the benefits of home reading.
SPELLING: Your child’s spelling list is somewhat individualized. A pre-test is given the first day of the week. If your child gets all the basic words correct, they will get a short list of other words to study. If your child is absent the first day of the week they will just study the basic word list. BLAST Activities using different learning modalities can be used.
MATH: Addition and subtraction math facts must be memorized or accessed accurately within 3 seconds(counting on fingers is not memorization.) Since people learn in different ways, students can use any method to memorize them. BLAST Activities using different learning modalities can be used.
HOME FOLDER: Your child will bring their Home Folder to school daily. The Homework Folder will bring notices and papers to and from school.
SUGGESTION: I highly recommend turning on the “Closed Caption” function on your TV. Your child will naturally READ while watching!
PARENT/GUARDIAN RESPONSIBILITIES
1. Daily, monitor your child’s reading.
2. Daily, schedule time for your child to work on their homework.
3. Daily, be available to HELP your student understand and practice their math
facts, spelling words, and other homework.
Thank you for your helping your child to develop
into a responsible, active learner.
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CURRICULUM
Ms. Lynette Butsuda, Grade 2
OVERARCHING THEME: Think and Reflect
Whether it is in reading, math, science, the arts, or P.E., our ability to think and reflect on our work and contemplate the importance and possibilities of change is vital to success as a learner.
LANGUAGE ARTS
We use a variety of resources in our reading program. Classic literature, nonfiction, poetry, and self-selected books will all be part of our reading activities.
Accelerated Reader (AR),an on-line reading assessment program, will be an important part of our reading this year. Students will choose at least one book in their AR level when they use our Frederiksen library.
The Writing Workshop model is the primary format for our district's writing program. Students learn standard writing structures of opinion, narrative, and informative/explanatory text.
Our spelling lists concentrate on phonetic patterns taken from the Houghton Mifflin reading program and commonly used words taken from The 4000 Words lists (on my teacher webpage).
MATHEMATICS
We use the Scott Foresman enVisionmathematics program. This is a balanced program with skills-based learning and problem solving explorations. Manipulates and project-based learning are components of the program. Finding multiple ways to get answers and showing how the answer was found are crucial parts of our mathematics instruction. As students memorize addition and subtraction math facts, they will use Touch Math for ones that are particularly troublesome.
SCIENCES
The following are some of the areas of science covered in Second Grade.
Ecosystems - plant requirements and seed dispersal
Biology - plants and animals needs in different habitats
Earth systems - earth dynamic changes, effects of wind/water, landforms, bodies of water
Physics: Matter - classifying material properties, material usage, scaling, effects of cooling and heating
Engineering Design - Design process, analyzing data to compare strengths and weaknesses
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SOCIAL STUDIES
Our community and nation is our focus. By exploring our city, the Bay Area, and our Nation; students learn about the people and places that left their mark on our lives. Whenever possible, hands-on experiences, field trips, and projects will be incorporated.
The celebration of diversity is a reoccurring theme. This is not limited to ethnic, cultural, or social diversity, but the diversity of ideas, opinions, and beliefs. Our country’s strength and uniqueness is our diversity of peoples, cultures, and philosophies.
ARTS
All areas of the arts are important to your child’s total education. Music, theater, art, and dance not only enrich our lives, but also create problem-solving challenges that can expand everyday thinking. These arts are integrated across the curriculum throughout the year.
Our Frederiksen students are incredibly fortunate to have a class once a week dedicated for Fine Arts instruction with Mrs. Jamie Perez.
PHYSCIAL EDUCATION (P.E.)
As with the arts, P.E. not only enrich our lives, but also create problem-solving challenges that can expand everyday thinking. Our Frederiksen students are incredibly fortunate to have a class once a week dedicated for P.E. and taught by a person trained in delivering physical education instruction.
TECHNOLOGY
Computer and technological literacy is an on-going and integrated experience. Our classroom Chromebooks are used for research, keyboarding instruction, word processing, and test taking. Note: Keyboarding skills mastery are crucial during online state-wide tests starting in 3rd grade. Check "Dance Mat Typing" & "Typing Club" for free online programs.
FIELD TRIPS
Field trips play an important part in your child’s education. By experiencing science, the arts, and communities other than their own, we gain a deeper understanding of the world, how it relates to us, and how we relate to it. Events depend on availability and time.
All of 2nd Grade is requesting a $20.00 donation to help cover the cost of these additional enrichment experiences.
STANDARDS
For a complete description of the California State Education Standards, check the website of the California Department of Education:
NOTE: Smarter Balance Assessment Consortium (SBAC) Testing in 3rd Grade.
Although there is no state standardized testing in 2nd Grade, if you want to see where your child needs to be heading in terms of their comprehension and skills, try taking the demonstration practice test on their website.
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POWERFUL LEARNING
1. Allow your children to take responsibility. If they haven’t finished work or had their homework packet signed, allow them to have consequences. This is the QUICKEST way for behavior to change.
2. Completing work at home. Going to soccergrandma’s houseare not valid excuses for incomplete work. Most work can be completed without adult help. Children learn what adults value by their actions. If your children don't finish their work because of soccer practice, it may send the message that soccer is more important than learning.
3. Goodbye’s and organization. Please say good byes’ and organize OUTSIDE the classroom. Students have a routine in the morning. People coming into the class disrupts this routine. If you must talk with your child after they have entered, please take them outside to talk.
4. Contact me. I am usually available before school by 8:00 AM and after school as late as around 6:00, however, some days I have meetings after school. If you would like to discuss something, please make an appointment so I can give you my full attention.
5. Class issues. If your child has a problem with a classmate or with me, empower her/him to take care of it in a positive manner. If YOU solve the problem, you may send the message that he/she isn't responsible enough, or smart enough to do it. Help your child by practicing what to do and say. If your child can’t tell me in person, have her/him write a note. If only you come to talk with me, I may ask your child to join us, even if he/she is embarrassed. We will model how to resolve issues and have needs heardin a respectful, calm manner.
6. Messages. Voicemail is usually picked up three times a day: Around 8:10, at lunch, and after school has ended. If you need to get a message to your student before school ends, please call the office and they will relay the message to me.
7. Let your child “puzzle” over problems, don’t help your child too quickly. Children learn to THINK and problem solve by "puzzling". Allow them to develop solutions.
Few things help a child more than to place responsibility on him,
and let him know he is trusted. - Booker T. Washington, scientist
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Leadership in Effective Parenting/Teaching
adapted from article by John Rosemond
Children need leadership. Discipline is leadership. It transforms an “untamed” human being into someone willing and able to learn and understand the society around them.
Effective leadership possesses a coherent vision of the future.
This vision depends on your objectives.
Short-term objectives: Do your homework to ensure good grades so you
can go to a good college.
Long-term objectives: What type of person do you want your child to be
when he or she is 30 years old?
Isn’t college a good goal? Yes, but ultimately the goal is probably not just monetary, but the kind of person your child grows up to be and what kind of character they have as a person. The goal is probably to raise an adult who is confident to take on challenges, perseveres in the face of adversity, and accepts full responsibility for the consequences of his or her own behavior.
The long-term objectives of good character development demand different decisions than do short-term objectives having to do with accomplishment
(getting good grades).
Leadership is not enabling, it is challenging.
Leadership is not indulgent; it is inspiring.
Leadership is not permissive; it upholds high expectations.
Leadership is not compromising; it is exacting.
Leadership is not about the clever manipulation of reward and punishment,
it is about providing effective leadership of a child.