Teacher Home Page - Jennifer Longo
Welcome to Mrs. Longo's 2nd Grade
Welcome! I am Mrs. Longo, a 2nd grade teacher here at John Trumbull Primary School. This is my 11th year teaching in Watertown and I absolutely love it. I first taught 4th grade at Judson School and now I am here at JTPS. I hope everyone had a wonderful summer! I certainly enjoyed my summer with my son, Michael! Now I cannot believe that the school year is beginning!
I am so happy to have your son or daughter in my second grade class this year! It is going to be an educational and fun-filled year. My hope for this year is to provide your child with an education that will allow them to develop physically, socially, and mentally. My goal is to bring new ideas, excitement, and enjoyment to the classroom. We have many fun and interesting activities planned for the upcoming school year. I will keep all of you notified on events and important activities throughout the year.
WHAT ARE WE LEARNING?
Reading and Language Arts: The students in second grade will strengthen and extend reading skills. Throughout the year students work to increase fluency and to acquire significant vocabulary. There is continued emphasis on monitoring and self correcting reading errors, accuracy and reading with phrasing and expression. In second grade, instruction shifts to a stronger emphasis on reading for meaning of the whole story or sections of nonfiction texts. Students engage in rich discussions about books. A wide variety of quality literature is used in second grade, including titles from well-known authors and leveled books. Students read poetry, fables, biographies, fantasy, fairy tales, stories, and informational texts.
During the writing process, students will have the opportunity to think, plan, draft, revise their work, edit and share their writing with others. In second grade students will continue to develop the traits of writing, focus, organization, elaboration, fluency and conventions (spelling, punctuation, grammar, usage). Students will have the opportunity to write for different audiences, for a specific purpose, and in a variety of forms including personal and fictional narrative and some expository writing.
This curriculum is designed to promote literacy, enhance students’ understanding of the world around them, and develop collaborative and independent behaviors and work habits.
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Unit One Developing a Literate Environment/ Reading is Thinking |
Unit Two Understanding Narrative |
Unit Three Reading for Information |
Unit Four Reading Like A Writer |
Unit Five Genre Study |
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Students will be able to: * exemplify good reading behaviors and participate effectively in a reading community (choosing just right books, reading for a variety of purposes, read independently) * use a variety of comprehension strategies before, during and after reading to monitor for understanding (visualizing, inferring, questioning, predicting, connecting) * apply word analysis skills to decode words * read with fluency and phrasing on appropriate levels of text while also recognizing high frequency words * use communication skills appropriately (speaking, listening, writing) * participate in the writing process (think, plan, draft, revise, edit, share) * form written narrative pieces with focus, structure, elaboration, and fluency * exhibit correct or reasonable phonetic spelling and accurate grammar/usage
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Students will be able to: * use a variety of comprehension strategies before, during and after reading to monitor for understanding (visualizing, inferring, questioning, predicting, connecting) * respond to oral and written questions about story elements (character, setting, problem, events, solution) * retell fiction text sequentially * apply word analysis skills to decode words * read with fluency and phrasing on appropriate levels of text while also recognizing high frequency words * use communication skills appropriately (speaking, listening, writing) * participate in the writing process (think, plan, draft, revise, edit, share) * form written narrative pieces with focus, structure, elaboration, and fluency (transitional phrases) *exhibit correct or reasonable phonetic spelling and accurate grammar/usage
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Students will be able to: * identify and interpret the features of nonfiction text to aid in comprehension (table of contents, headings, charts, glossary, graphs etc.) * use evidence from nonfiction text to respond to questions and draw and/or support conclusions * make comparisons across nonfiction selections * apply word analysis skills to decode words * read with fluency and phrasing on appropriate levels of text while also recognizing high frequency words * use communication skills appropriately (speaking, listening, writing) * participate in the writing process (think, plan, draft, revise, edit, share) *form written descriptive and expository pieces with focus, structure, elaboration, and fluency (sensory words, explain a process) * exhibit correct or reasonable phonetic spelling and accurate grammar/usage
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Students will be able to: * identify elements of author’s craft/literary devices (alliteration, similes/metaphors, personification, onomatopoeia, symbolism, flashback, word choice) * compare similarities and differences across several texts, about a single topic, or by a single author * synthesize information from text to extend meaning and critically examine an author’s work across several texts and make connections to their own experiences * apply word analysis skills to decode words * read with fluency and phrasing on appropriate levels of text while also recognizing high frequency words * use communication skills appropriately (speaking, listening, writing) * participate in the writing process (think, plan, draft, revise, edit, share) * form written persuasive and expository pieces with focus, structure, elaboration, and fluency * exhibit correct or reasonable phonetic spelling and accurate grammar/usage
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Students will be able to: * identify elements of genre to aid in comprehension(fable, biography, poetry, fairy tale, etc.) * compare similarities and differences across several texts, about a single topic, or by a single author * identify the features of poetry (rhythm, rhyme, alliteration, assonance) * apply word analysis skills to decode words * read with fluency and phrasing on appropriate levels of text while also recognizing high frequency words * use communication skills appropriately (speaking, listening, writing) * participate in the writing process (think, plan, draft, revise, edit, share) * write different styles of poetry (rhyme, haiku, cinquain, shape) * exhibit correct or reasonable phonetic spelling and accurate grammar/usage
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Math:
Science:
Social Studies:
Check out this AWESOME Interactive website!
http://www.uen.org/k-2interactives/index.shtml
** School store is open every Wednesday morning from 8:30-8:50**
If you need to contact me please e-mail me at longoje@watertownps.org or you may call JTPS at (860) 945-2776
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