Grade 2 November News

St. Cecilia 2022

Thanks to all the families who sent in food donations for our We Scare Hunger food campaign, we
collected a lot of food and money to support the Barrhaven Food Cupboard.

Another reminder to please label all your child’s belongings, including winter boots. We have a
space outside our classroom to keep our boots and often students will have the same pair. Labelling
helps us determine who the owner is.

Progress Reports will be available online through the Parent Portal as of Monday, November 14th.
Parent/teacher interviews will take place for some teachers on Thursday, November 17th. If your
child’s teacher is unavailable for that date, you will be hearing from them separately to arrange an
interview date and time. Friday, November 18th is a PD DAY and there will be no school.

Thank you for continuing to check and sign agendas each evening and for your ongoing support and
cooperation.

Mrs. Proulx, Ms. Ng, Mrs. Phelan, Mrs. Combden, Ms. Spratt

Important Dates to Remember

● Tues. Nov. 8th - photo retake day
● Friday, Nov. 11th – Remembrance Day Ceremony 11 a.m.
● Monday, Nov. 14th - Progress Reports released to parent portal
● Fri. Nov. 18th – P.D. Day – No School
● Bullying Awareness & Prevention Week – November 21st – 25th
● Sun. Nov. 27th– First Sunday of Advent

Religion/Fully Alive
In Religion we continue to explore Unit 1, We Belong to God’s Family. Below is the focus for this
month:

● All Saints’ Day and All Souls’ Day, which fall during Ordinary Time.
● Students will be introduced to the Liturgy of the Mass as the central celebration of our faith
and to the prayers that comprise this celebration.
● We will talk about the sacraments of Holy Eucharist and Reconciliation and during this rst
unit students will begin to understand the importance of these sacraments to us as Catholics.

Our Fully Alive unit focuses on signs of love in the family, feelings and forgiveness.
Language
Reading:

In class we continue to make connections to what we read. Good readers make connections when
they read to deepen their understanding and bring meaning to what they have read.

We are learning the di erence between simple (surface) connections and deep connections. A
simple or surface connection is nice, but it doesn’t help us understand the story (e.g. This story is
about a dog and I have a dog). Deep connections help us understand the story. We might connect
to how a character feels, why something happened, how things t together or to the problem in the
story (e.g. I have a dog that I love very much, so I can understand how upset the character feels
because she lost her dog. I know if I lost my dog I would be very sad and upset.).

How you can help at home:

When reading with your child, ask these questions:

● Focusing on text-to-self connections:

○ What does this story remind you of?
○ Can you relate to the characters in the story?
○ Does anything in this story remind you of anything in your own life?
● Focusing on text-to-text connections:
○ What does this remind you of in another book you have read?
○ How is this text similar to other things you have read?
○ How is this text di erent from other things you have read?
● Focusing on text-to-world connections:
○ What does this remind you of in the real world?
○ How are events in this story similar to things that happen in the real world?
○ How are events in this story di erent from things that happen in the real world?

Writing:

We continue to focus on writing a recount of a past event using sequence/time order words ( rst,
next, then, after, nally). Students are learning how to use teacher feedback to improve or “bump
up” their writing.

We also continue to work at applying the conventions of capitals and punctuation and adding
adjectives in our daily writing.
Math
At school we continue to look at place value and are breaking down whole numbers up to 200 into
hundreds, tens and ones (e.g. 134 can be 1 hundred, 3 tens and 4 ones or 1 hundred, 2 tens and 14
ones). We are also practicing showing/representing numbers to 200 in a variety of ways (we can
show 34 as tally marks, coins, words, base ten, ten frames, picture, number line etc.).

Key concepts (from the curriculum):

● Reading numbers involves interpreting them as a quantity when they are expressed in words, in
standard notation, or represented using physical objects or diagrams.
● The numerals 0 to 9 are used to form numbers. They are referred to as the digits in a number and
each digit corresponds to a place value. For example, in the number 107, the digit 1 represents 1
hundred, the digit 0 represents 0 tens, and the digit 7 represents 7 ones.
● There are patterns in the way numbers are formed. Each decade repeats the 0 to 9 counting
sequence. Any quantity, no matter how great, can be described in terms of its place-value.
● A number can be represented in expanded form (e.g., 187 = 100 + 80 + 7) to show place-value
relationships.
● Numbers can be composed and decomposed in various ways, including by place value.
● Numbers are composed when two or more numbers are combined to create a larger number. For
example, 30, 20, and 5 are composed to make 55.
● Numbers are decomposed when they are represented as a composition of two or more smaller
numbers. For example, 125 can be represented as 100 and 25; or 50, 50, 20, and 5.
● Numbers are used throughout the day, in various ways and contexts. Most often numbers
describe and compare quantities. They express magnitude and provide a way to answer
questions such as “how much?” and “how much more?”.

At home you can look for numbers when driving or shopping and talk about them, break them down
into hundreds, tens and one.
It would also be bene cial to play adding games with dice and cards to work on your child’s mental
addition facts up to 20. Attached is a link to a free, fun adding BUMP game using 3 dice.
Gingerbread Bump

Science
We are continuing our unit on Understanding Matter and Energy, Properties of Liquids and Solids.
In this unit, students learn about the properties and physical changes of liquids and solids.

Speci c Expectations
◼ identify various types of matter in natural and built environments as liquids or solids
◼ describe the properties of liquids and solids
◼ describe properties of liquid water and solid water, and identify the conditions that cause changes from
one state to the other
◼ identify conditions in which the states of liquids and solids remain constant and conditions that can
cause their states to change
◼ describe some ways in which liquids and solids can be combined to make useful mixtures
◼ classify solid objects and materials in terms of their buoyancy and in terms of their ability to absorb or
repel water
◼ explain the meaning of international symbols that give us information on the safety of substances