Dear Families,
We had a great first day! I enjoyed being with your children and they seemed to enjoy our class as well. We made new friends, cemented existing friendships, learned and proved I'll have to be on my toes to keep ahead of these students!
A few housekeeping items: 1. Trinity will follow the public schools as regarding closing because of the storm. 2. We will have a room change by next week. This is why all the supplies your poor kids hauled in were sent back home. My plan had been to label their items and store the supplies at school. I decided that the chances of them getting lost in the move was too great so I just had them bring them back home. We'll just need their books ( including the science notebook) and their assignment folder on Friday. Please use the dividers you purchased and label a section in their biggest notebook for the following classes: Bible, Latin, Grammar, History, Science, and Literature. As we complete work in class, we will just put it into the assignment folder along with any homework pages to be done. When you and your child are going through the folder after each class, you can help them place the work behind the appropriate divider. Make sense?
Flexibility is key in my mind. I have ideas for how I think our class will run but I reserve the "right" to say, "That didn't work at all. Let's do it this way." Also, let me have input from you. If a plan I have is a hardship for your student, let me know and we'll see if an adjustment can be made.
I'm proud of my students. I worked them hard today! They were up to the challenge. Some other classes did some game playing for the first day but we dove right in (with a little simon says and stretching thrown in for fun). I taught them a few terms from my childhood. Ask them what a side-straddle-hop is. Also, we did calisthenics!
Before I launch into the assignments, let me mention my plan with integrating Grade 2 and Grade 3 grammar. Because Trinity strives to set the bar high in academics, I will be teaching the 3rd grade curriculum in class. The 2nd graders will benefit from listening and participating in this work. Under the assignments for grammar, I will split the assignments into 2nd grade and 3rd grade. The 3rd graders will follow up our classroom lessons with the matching assignments. I've gone through the second grade book and matched up the similar lesson from that book. If a topic we cover in class is not presented at all in the second grade book, I've just chosen a lesson for that assignment. Make sense? I toyed with the idea of just having everyone buy a 3rd grade book. However, there is too much valuable, foundational information in the 2nd grade book to skip it. Let's see how this plan runs. . .
Assignments:
Bible:
--read Chapter 100, Daniel. This is on pages 232 through 235 in our Children's Story Bible. It is based on Daniel 1 and 2.
--be prepared to discuss this reading in class next week. See if you can notice something new in this very familiar story.
Latin:
--review pages 6 and 7. (I am not covering the derivatives at this point)
--complete all activities on page 8. (At first, try answering the questions without looking back into the lesson)
Literature:
--finish reading ch. 1 of William Bradford: Pilgrim Boy
--on a sheet of paper, write a simple definition of: haste (pg. 14), settle (pg. 18), high back (pg. 18, ewe lamb (pg. 21)
--answer questions on chapter 1 review sheet
--on another sheet of paper, write a simple definition of: moor (pg. 26), rushes (pg. 27), bleat (pg. 28)
--read chapter 2
--answer questions on ch. 2 review sheet
History:
--color pages were sent home. These are optional--there is no need to turn them in.
--read the first section of Chapter 1 in Story of the World, "Holy Roman Empire"
--produce a narration on this section. I modeled in class what I'm looking for in a narration. It is perfectly acceptable for you to write down what your child dictates that they learned from the reading. Then they can copy what you have written down. This is the model presented in The Well-Trained Mind. If your child is ready, they can simply produce their narration independently. Second-graders--2 or 3 sentences; third-graders--4 or 5. These will get longer and "beefier" as we progress into the year.
--read the second part of chapter 1 "The Riches of Spain"
--do the word search (I hope these made it home. If not, I'll send them home Friday)
Science:
--re-read the page entitled: "Weather Changes" at the front of your book
--explain our experiment or lab to your parent. Answer questions 1, 2, and 3 at the bottom of the second page of our lab sheets
--bring a clear, plastic 2-liter bottle to class on Friday
Grammar:
3rd graders: --review Lesson 2 on page 20
--finish exercise A that we began in class (pg. 21)
--complete exercise B (pg. 21)
--review Lesson 3
--complete exercise A, B, & C on pgs. 22-23
--extra-credit, optional challenge: "Can You Do This" on pg. 21 & 23
2nd graders: --read and review Unit 6, Lesson 11 at home (pg. 320)
--on a sheet of paper, do exercise A & B on pg. 321
--read and review Unit 6, Lesson 1 (pg. 300)
--do exercise B--ODD numbers only (pg. 301)
--read and review Unit 6, Lesson 2 (pg. 302)
--do exercise A--ODD numbers only (pg. 303)
Whew! We'll get our rhythm down and these blogs won't be so daunting to read through. Remember, it is a priviledge to school our children ourselves. I know, as I'm sure many of you do, moms that ache to do what we do. Breathe deep, ask God to help and guide you, and plunge in and learn along side your children.
Until Friday. . .
love and prayers,
Mrs. Tkach
p.s. Please feel free to e-mail me or call me with anything you are unclear on.
Tuesday, September 2, 2008
Thursday, August 28, 2008
what to bring the first day of school
--a smile
--all the things on our supply list (see previous blog)
--grammar book
--latin book
--Story of the World (if an older sibling doesn't need it--please don't buy another copy just for our class)
--a lunch that doesn't need heating in the microwave
--a patient and indulgent attitude for a old, new teacher!
You'll receive our first literature book, William Bradford, on Tuesday along with the student science pages.
I'm excited and eager to get started! Pray for me as I finish up planning. I'll be praying for each of my students.
love,
Mrs. Tkach
--all the things on our supply list (see previous blog)
--grammar book
--latin book
--Story of the World (if an older sibling doesn't need it--please don't buy another copy just for our class)
--a lunch that doesn't need heating in the microwave
--a patient and indulgent attitude for a old, new teacher!
You'll receive our first literature book, William Bradford, on Tuesday along with the student science pages.
I'm excited and eager to get started! Pray for me as I finish up planning. I'll be praying for each of my students.
love,
Mrs. Tkach
Saturday, August 9, 2008
2nd & 3rd grade supply list for 08--09 school year
Hello Dear Students!
I'm really getting excited about starting school with each of you. I hope you are as well and I hope you've been reading alot over the summer.
Here is our class' supply list.
1 2-inch 3-ring binder
2 pkgs wide-ruled loose-leaf paper
8 solid color folders
1 1-inch 3-ring binder
1 sturdy assignment folder
1 pkg. 4 x 6 inch index cards
1 pkg. of dividers
1 spiral notebook (80 pages or so)
1 pkg. of fine-point washable markers
We have many items (pencils, glue, colored pencils, scissors, glue sticks, rulers) that were donated to our class from last year.
As best as I can tell, this is all we'll need. Enjoy the rest of your summer. I'm going to pray for each of you before I go to bed tonight. Remember-- read, read, read!
love,
Mrs. Tkach
p.s. Feel free to email me, I'd love to hear from you!
I'm really getting excited about starting school with each of you. I hope you are as well and I hope you've been reading alot over the summer.
Here is our class' supply list.
1 2-inch 3-ring binder
2 pkgs wide-ruled loose-leaf paper
8 solid color folders
1 1-inch 3-ring binder
1 sturdy assignment folder
1 pkg. 4 x 6 inch index cards
1 pkg. of dividers
1 spiral notebook (80 pages or so)
1 pkg. of fine-point washable markers
We have many items (pencils, glue, colored pencils, scissors, glue sticks, rulers) that were donated to our class from last year.
As best as I can tell, this is all we'll need. Enjoy the rest of your summer. I'm going to pray for each of you before I go to bed tonight. Remember-- read, read, read!
love,
Mrs. Tkach
p.s. Feel free to email me, I'd love to hear from you!
Friday, June 13, 2008
summer reading
Hello to all rising 2nd and 3rd graders!
I hope your summer has already been restful, relaxing and fun.
Concerning summer reads required by Trinity for our grades, we've chosen to do this. Please read often and read quality books on your reading level. Every once in a while choose a book that's a little easy but fun. This will increase your fluency. There are no required books. I would also like to suggest that you visit the public library and participate in their summer reading program. They are always fun and inspirational.
Enjoy your summer and do lots of reading! I look forward to hearing about your favorite books when we start school in September.
love,
Mrs. Tkach
I hope your summer has already been restful, relaxing and fun.
Concerning summer reads required by Trinity for our grades, we've chosen to do this. Please read often and read quality books on your reading level. Every once in a while choose a book that's a little easy but fun. This will increase your fluency. There are no required books. I would also like to suggest that you visit the public library and participate in their summer reading program. They are always fun and inspirational.
Enjoy your summer and do lots of reading! I look forward to hearing about your favorite books when we start school in September.
love,
Mrs. Tkach
Thursday, May 15, 2008
End of Year Presentation
Hi!
I know I said I would post the script and instructions here on the blog. I chose, instead, to send an email with the information. Hopefully, you've all seen it by now.
See you Tuesday!
Mrs. Tkach
I know I said I would post the script and instructions here on the blog. I chose, instead, to send an email with the information. Hopefully, you've all seen it by now.
See you Tuesday!
Mrs. Tkach
Wednesday, May 14, 2008
thoughts on 5/13 and last assignments of the year!
Dear Families,
We had a whirlwind of a day. Helpers were plentiful--thanks to Mrs. Jennifer (Kitty's mom), Hayden (Kitty's baby sister), Mr. Michael (Wood's dad) and Mrs. Beth (Wood's mom).
The kids are beating me at incorporating Latin into our talks. This would be fun at home. "I want to wear the rufus shoes." "Look! I see duo, viridis, infans lacerta crawling up the screen!"
At history time, we saw a video on "The Lost Colony of Roanoke" that was quite informative. Mr. Michael pointed out that he and Woods had actually been there. Mrs. Jennifer and I commented on how much WE learned from it. It was a History Channel production and did a great job of showing how life was for the very first settlers to the new world. We moved into a discussion of the current SOTW chapter and John Cabot. We read a little from a biography on him, yet it was a bit dry, so we moved swiftly into grammar.
Everyone was so anxious to share their stories! They were awesome! Of the four types of writing presented in Shurley, this was by far our favorite. We had fun listening and then rated them on a spectrum of 100% true stories to 100% pretend. Some of the students are going to continue to build on their stories. Yeah!
We did a simple science experiment about water currents in the deep and their effect on plankton. This involved a hike over to the Episcopal church. Look for the Science Speculation sheets and be sure they get into the science section of their big notebooks.
Literature discussion time was heated! Similes were abundant in Chanticleer, but I stand by my teaching that there were no metaphors!!! My students challenged me and we discussed and talked. I've just gotten off the phone with an expert--Mrs. Fowler--and I am vindicated! One example we considered was "His comb was redder than fine coral and turreted like a castle wall". She called this personification, which is a writing element that we will encounter in later grades. The only phrase that might be considered a metaphor in this book is "Woe is me". Mrs. Fowler said if you really push the technical definition that this phrase could be considered a metaphor. Look on page 280 in the teaching text for further discussion with your student. Tell them I said, "Nanny nannay-moo moo!"
We ended our day with reading part of our last literature selection.
Please look at this blog site again later today or tomorrow. I plan to post my vision of what we will do at the end-of-year presentation next week. I shared some of this with the children yesterday.
love,
Mrs. Tkach
HISTORY:
--narration on ch. 41
--map and color page for ch. 41
--read ch. 42
--(I included color page and map for ch. 42. These don't need to be turned into me but I thought you might want to complete your notebooks by having them. We may do a narraton in class next week on ch. 42)
LITERATURE:
--finish reading A Midsummer's Night Dream
GRAMMAR:
--using my example from class and reference 61 on pg. 48, produce a descriptive paragraph. The teaching script on page 349 will be of help to you parents as you guide your students in this exercise.
SCIENCE:
--read 209 through 216
--produce a narration on this reading
--I apologize. I'm a bit lost on which words I've assigned. If some of these were assigned last week, just move on to the new ones that you haven't done. Enter planula (pg. 189), pinacoderm (pg. 203),ostia (pg. 204),osculum (pg.204) spicules (pg. 205),planarians (pg. 213), mimcry (pg.213) in your science spirals
--study the last 26 words we've entered--that will be starting with mantle. We won't have a test but we'll have fun playing around-the-world.
BIBLE:
--read chapter 99 which is taken from II Kings 24 and 25; II Chronicles 36; Jeremiah 37-40; Lamentations 1; Psalms 137
We had a whirlwind of a day. Helpers were plentiful--thanks to Mrs. Jennifer (Kitty's mom), Hayden (Kitty's baby sister), Mr. Michael (Wood's dad) and Mrs. Beth (Wood's mom).
The kids are beating me at incorporating Latin into our talks. This would be fun at home. "I want to wear the rufus shoes." "Look! I see duo, viridis, infans lacerta crawling up the screen!"
At history time, we saw a video on "The Lost Colony of Roanoke" that was quite informative. Mr. Michael pointed out that he and Woods had actually been there. Mrs. Jennifer and I commented on how much WE learned from it. It was a History Channel production and did a great job of showing how life was for the very first settlers to the new world. We moved into a discussion of the current SOTW chapter and John Cabot. We read a little from a biography on him, yet it was a bit dry, so we moved swiftly into grammar.
Everyone was so anxious to share their stories! They were awesome! Of the four types of writing presented in Shurley, this was by far our favorite. We had fun listening and then rated them on a spectrum of 100% true stories to 100% pretend. Some of the students are going to continue to build on their stories. Yeah!
We did a simple science experiment about water currents in the deep and their effect on plankton. This involved a hike over to the Episcopal church. Look for the Science Speculation sheets and be sure they get into the science section of their big notebooks.
Literature discussion time was heated! Similes were abundant in Chanticleer, but I stand by my teaching that there were no metaphors!!! My students challenged me and we discussed and talked. I've just gotten off the phone with an expert--Mrs. Fowler--and I am vindicated! One example we considered was "His comb was redder than fine coral and turreted like a castle wall". She called this personification, which is a writing element that we will encounter in later grades. The only phrase that might be considered a metaphor in this book is "Woe is me". Mrs. Fowler said if you really push the technical definition that this phrase could be considered a metaphor. Look on page 280 in the teaching text for further discussion with your student. Tell them I said, "Nanny nannay-moo moo!"
We ended our day with reading part of our last literature selection.
Please look at this blog site again later today or tomorrow. I plan to post my vision of what we will do at the end-of-year presentation next week. I shared some of this with the children yesterday.
love,
Mrs. Tkach
HISTORY:
--narration on ch. 41
--map and color page for ch. 41
--read ch. 42
--(I included color page and map for ch. 42. These don't need to be turned into me but I thought you might want to complete your notebooks by having them. We may do a narraton in class next week on ch. 42)
LITERATURE:
--finish reading A Midsummer's Night Dream
GRAMMAR:
--using my example from class and reference 61 on pg. 48, produce a descriptive paragraph. The teaching script on page 349 will be of help to you parents as you guide your students in this exercise.
SCIENCE:
--read 209 through 216
--produce a narration on this reading
--I apologize. I'm a bit lost on which words I've assigned. If some of these were assigned last week, just move on to the new ones that you haven't done. Enter planula (pg. 189), pinacoderm (pg. 203),ostia (pg. 204),osculum (pg.204) spicules (pg. 205),planarians (pg. 213), mimcry (pg.213) in your science spirals
--study the last 26 words we've entered--that will be starting with mantle. We won't have a test but we'll have fun playing around-the-world.
BIBLE:
--read chapter 99 which is taken from II Kings 24 and 25; II Chronicles 36; Jeremiah 37-40; Lamentations 1; Psalms 137
Wednesday, May 7, 2008
assignments for May 13, 2008
Hello!
I'm sorry to be so late posting my blog. We had a great day yesterday. I feel we hit all subjects well. We really had three history lessons. A brief review of Queen Elizabeth via a video Chloe shared with us. We spent a larger amount of time with Shakespeare through discussion, making eye-of-newt stew (from MacBeth) and reading the tragedy of Romeo and Juliet. We ended by starting another video on the The Lost Colony of Roanoke. I plan to start the day with seeing the end of it next time. Mrs. Joy Avera, Emily's mom, was our helper--many thanks!
I'll be in touch this week (I hope) regarding what our class will be doing at the Open House on May 22. It is hard for me to try to contain all I want to show of our year into a reasonable time limit. There are so many things your students have done that I am so proud of.
HISTORY:
--narration on ch. 40
--map and color page
--read ch. 41
GRAMMAR:
--using reference 54 on page 43, write a narrative on anything you like. First, produce a story element outline like in the reference and like I showed you on the board during class. Then write your story. Have both pages ready to turn in to me.
--do vocab work for ch. 22--definitions and sentences for all eight words
SCIENCE:
--read pages 201 through 208
--produce a narration on this reading
--enter Aristotle's lantern (pg. 179), nematocysts (pg. 186), mesoglea (pg. 188), smacks (pg. 189) planula (pg. 189) and pinacoderm (pg. 203) into your science spirals. Just enter the term and develop a simple definition from the text. We'll enter the last words of the year next time for homework. After studying these we'll have a rousing game of "around-the-world" with the science terms on the last day of school!
LITERATURE:
--read Chanticleer
--on a piece of paper write down 3 similes from the story and the page you found them on
--look for a metaphor (I haven't found one yet but I'm going to re-read looking for one)
--On the second to the last page, the two animals tell the lessons they learned in the story. In your own words, write down what Chanticleer learned and what the fox learned.
BIBLE:
--read chapter 98 which is from Jeremiah 1,20, and 36; 2 Kings 24; 2 Chronicles 36
See you Tuesday!
Mrs. Tkach
I'm sorry to be so late posting my blog. We had a great day yesterday. I feel we hit all subjects well. We really had three history lessons. A brief review of Queen Elizabeth via a video Chloe shared with us. We spent a larger amount of time with Shakespeare through discussion, making eye-of-newt stew (from MacBeth) and reading the tragedy of Romeo and Juliet. We ended by starting another video on the The Lost Colony of Roanoke. I plan to start the day with seeing the end of it next time. Mrs. Joy Avera, Emily's mom, was our helper--many thanks!
I'll be in touch this week (I hope) regarding what our class will be doing at the Open House on May 22. It is hard for me to try to contain all I want to show of our year into a reasonable time limit. There are so many things your students have done that I am so proud of.
HISTORY:
--narration on ch. 40
--map and color page
--read ch. 41
GRAMMAR:
--using reference 54 on page 43, write a narrative on anything you like. First, produce a story element outline like in the reference and like I showed you on the board during class. Then write your story. Have both pages ready to turn in to me.
--do vocab work for ch. 22--definitions and sentences for all eight words
SCIENCE:
--read pages 201 through 208
--produce a narration on this reading
--enter Aristotle's lantern (pg. 179), nematocysts (pg. 186), mesoglea (pg. 188), smacks (pg. 189) planula (pg. 189) and pinacoderm (pg. 203) into your science spirals. Just enter the term and develop a simple definition from the text. We'll enter the last words of the year next time for homework. After studying these we'll have a rousing game of "around-the-world" with the science terms on the last day of school!
LITERATURE:
--read Chanticleer
--on a piece of paper write down 3 similes from the story and the page you found them on
--look for a metaphor (I haven't found one yet but I'm going to re-read looking for one)
--On the second to the last page, the two animals tell the lessons they learned in the story. In your own words, write down what Chanticleer learned and what the fox learned.
BIBLE:
--read chapter 98 which is from Jeremiah 1,20, and 36; 2 Kings 24; 2 Chronicles 36
See you Tuesday!
Mrs. Tkach
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