April 21, 2020
Dear Parents/Guardians and Community Members,
I hope that you, your families, and your loved ones are doing well, staying healthy, and that remote learning continues to be workable for you and your child. It has been so exciting to see updates of scholar’s watching their videos, engaging with new texts through EPIC!, and diligently working in their packet. We are so thankful for our strong partnerships with families that ensure our scholars’ learning is as rigorous and joyful at home as it is in our school buildings.
With our Chicago and Cincinnati schools currently closed through the remainder of the 2019-2020 school year, enclosed you will find the next three weeks of Elementary School remote learning packets for instruction starting on Monday, April 27th and running through Friday, May 15th.
You will notice that this round of packets contains blue stars after certain questions. If your student normally receives modified work according to their individualized education plans, he or she should do only the problems with a blue star next to them. If not, students should complete all questions. If you have any questions, please reach out to your child’s teacher for clarification. Additionally, you will notice supplemental resources at the end of the packet. These materials should serve as a support to all students as they complete their remote learning work.
Please reach out directly to your school leaders with any questions, and thank you for continuing to take care of yourself and each other. I am looking forward to seeing all that your scholars continue to achieve during remote learning!
My best,
Stacey Shells Harvey ReGeneration Schools CEO 21 de abril de 2020
Estimados padres / tutores y miembros de la comunidad,
Espero que usted, sus familias y sus seres queridos estén bien, se mantengan saludables y que el aprendizaje remoto continúe siendo viable para usted y su hijo. Ha sido muy emocionante ver actualizaciones de académicos viendo sus videos, interactuando con nuevos textos a través de EPIC !, y trabajando diligentemente en su paquete. Estamos muy agradecidos por nuestras sólidas alianzas con las familias que aseguran que el aprendizaje de nuestros alumnos sea tan riguroso y alegre en casa como lo es en nuestros edificios escolares.
Con nuestras escuelas de Chicago y Cincinnati actualmente cerradas, se adjuntan las próximas tres semanas de paquetes de aprendizaje remoto de la escuela primaria para la instrucción que comienza el lunes 27 de abril y hasta el viernes 15 de mayo.
Notarás que esta ronda de paquetes contiene estrellas azules después de ciertas preguntas. Si su estudiante normalmente recibe trabajo modificado de acuerdo con sus planes de educación individualizados, solo debe resolver los problemas con una estrella azul a su lado. Si no, los estudiantes deben completar todas las preguntas. Si tiene alguna pregunta, comuníquese con el maestro de su hijo para obtener una aclaración. Además, notará recursos suplementarios al final del paquete. Estos materiales deben servir de apoyo a todos los estudiantes a medida que completan su trabajo de aprendizaje remoto.
Comuníquese directamente con los líderes de su escuela con cualquier pregunta y gracias por seguir cuidando de usted y de los demás. ¡Espero ver todo lo que sus alumnos continúan logrando durante el aprendizaje remoto!
Mi mejor,
Stacey Shells Harvey ReGeneration Schools CEO Name:______
Second Grade Remote Learning Chicago & Cincinnati Week of April 27th
Second Grade – Week 4 Page 1
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Reading– Task 1
Read and annotate pages 32-35 of “Charlotte’s Web.” Then answer the following question: Why is Wilbur having so much trouble sleeping? ______
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Reading – Task 2
Read and annotate the rest of Chapter 5 from “Charlotte’s Web.” Then answer the following question: What is Wilbur’s perspective of Charlotte as this point in the story? ______
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Passage Practice 1
Read and annotate the passage below. Then answer the questions.
Chirping Chirp
It was a bright and sunny morning. Daniel woke up and jumped out of bed, ready for a full day outside. He ran down the stairs and sat down at the kitchen table. His mom was making pancakes: Daniel's favorite. She made pancakes every Saturday morning.
"What do you want to do today?" she asked Daniel.
"I think I'm going to go exploring in our backyard," he told her. "It's so nice outside!"
Daniel gobbled up his pancakes and rushed upstairs to get dressed. He put on a red t-shirt and jeans.
"Alright, Mom, I'll be back later!"
"Don't go too far!" she told him.
When he opened the door, Daniel felt a rush of warm air. He smiled at the sun. Perfect hiking weather, he thought. Daniel loved his backyard. There were plenty of tall trees. If he walked far enough, he would reach a creek. When it was really warm outside, he could walk in the water to cool off. The water was always cold.
The leaves were just beginning to grow on the trees after the cold winter. Daniel wandered for a bit. He picked up a long stick and used it to clear a way through the forest.
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Suddenly, Daniel saw something in the distance that wasn't a rock or a leaf. When he got closer, he knelt down to investigate. He found a small injured bird between the fallen leaves. He looked around and saw a bird's nest sitting on a branch. He carefully climbed up the trunk of the tree with the nest to get a closer look. The nest was empty, and he didn't see any birds around. Then, he ran back to his house.
“Mom, I found a bird that’s hurt!” he told her as he ran through the door.
She looked for a shoebox, and then she said, “Well, let’s go have a look.”
Daniel led his mom back to the injured bird. His mom knelt down and looked carefully at it.
“Let’s try to save it!” she said. She gently picked up the bird and put it in the shoebox. Then she said, “We can take it to the animal hospital in town.”
They took the bird to the animal hospital. After a few days, the vet visited Daniel’s house with the bird. It was healed. Daniel and his mom could hear the bird chirping when they opened the door.
The vet said, “The bird is ready to go back to its home in the trees.”
Daniel was so excited. He looked at the bird and said, “I’m going to name you Chirp! I hope I can see you again. Bye, Chirp!”
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Why do Daniel and this mom take the bird to the animal hospital? ______
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What is the theme of this story? ______
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Passage Practice 2
Read and annotate the passage below. Then answer the questions.
The Perfect Sandcastle
Renee was making sandcastles on the beach with her friends, Divya and Morris. It was fun to shape the wet sand with their hands, like dough. It was sunny outside but not too bright. The ocean waves lapping at Renee’s feet felt nice.
As they played, Renee noticed something: none of their sandcastles looked like castles. Renee’s sandcastles looked like upside-down ice cream cones. Divya’s castles looked like wooden blocks, with little dents where she had shaped the blocks with her fingers. And Morris made castles that looked like a lot of snowmen huddled together.
“Divya, Morris,” Renee said. “None of our castles look like castles!”
Divya and Morris laughed.
“You’re right, Renee!” Morris said. “But so what? This is fun!”
“But wouldn’t it be more fun if we could make a sandcastle that actually looked like a castle?” Renee said.
Divya said, “I know how we could do it! My dad is an architect. Before the builders make a building, my dad draws it first.” Second Grade – Week 4 Page 8
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Morris said, “That gives me an idea.” He got up and kicked everybody’s castles into the ocean.
“Hey, what are you doing?” Renee asked, laughing.
“Don’t worry,” Morris said. “I’ll be right back!” He ran down the beach until he found a stick, then came back and held it out. “Who wants to draw our castle?”
Renee and Divya smiled and looked at each other.
“Divya, you’ve seen your dad do this— you should draw it!” Renee said.
“But it was your idea, Renee!” Divya said. “You draw it!”
“O.K.,” Renee said, and took the stick from Morris. She drew a square in the sand.
“That’s the main part of the castle.” She added a small rectangle at the bottom. “And that’s the bridge that leads in, across the moat.”
“I can make those!” Divya said.
Renee drew four circles at the corners of the big square. “And these can be the towers around the castle.”
“Those are called turrets,” Morris said. “I can make those!”
So Divya made a big cube of sand for the main part of the castle, and then she made a small bridge. Morris made four turrets to go around the castle. It took a couple of minutes. Then they all sat back and looked at what they had made.
“It looks a lot more like a castle than before,” Renee said. “But it still doesn’t look quite right.” She looked at the smooth surfaces of the castle, the bridge, and the turrets, and then she tapped her chin with the stick. Then she drew a small door on the front of the castle, and crisscrossed lines to make it look like it was made of bricks.
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“This looks pretty good!” Divya said.
“Yeah!” Morris said. “We made a pretty nice castle.”
“Good work, everyone!” Renee said. Then she got up and kicked the castle into the ocean.
“Renee, what are you doing?” Divya asked.
“This is fun!” Renee said. “But why stop there? I bet we can make an even better one!”
They all agreed with her. The sun was still shining, and there was a nice breeze coming off of the ocean. Renee held out the stick.
“Who wants to draw the next one?” she asked.
Why does Morris kick down everyone’s sandcastles?
______
Second Grade – Week 4 Page 10
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How does making a drawing help Renee, Divya, and Morris build a sandcastle that looks more like a real castle? Support your answer with evidence from the story. ______
Second Grade – Week 4 Page 11
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Passage Practice 3
Read and annotate the passage below. Then answer the questions.
Our Solar System Our solar system is made up of the sun and eight planets. A planet is a large ball made of rock or gas. Each planet orbits, or travels around, the sun. The sun is at the center of the solar system.
The sun is a star. It is a ball of hot gas. It gives off light and heat. Why does the sun look different from other stars? The sun is the star closest to Earth.
Mercury is the closest planet to the sun. It is also the smallest. It has mountains and craters. Craters are holes in the ground that were made when space rocks crashed into it.
Venus is the hottest planet. It is hot enough to melt a rocket ship. Venus is about the same size as Earth.
Earth is our home. It is also the only planet with oceans. In fact, Earth is covered mostly with water. That is why it is called the Blue Planet. Second Grade – Week 4 Page 12
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Mars is called the Red Planet. It has reddish dirt. It also has mountains, volcanoes, ice caps, and canyons. A canyon is a deep, narrow valley with steep sides.
Jupiter is the largest planet. It is made of thick gases. Very strong winds blow on this planet.
Saturn is the second-largest planet. It has rings around it. The rings are made of rock, dust, and ice.
Uranus was the first planet to be discovered using a telescope. It is cold and windy there.
Neptune is the coldest planet because it is farthest from the sun. The planet is made of gases.
What is a planet?
______Second Grade – Week 4 Page 13
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Compare Venus and Earth by explaining how they are similar and how they are different. Support your answer with evidence from the story. ______
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Math – Task 1
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Complete the bar graph to show the number of each piece of sports equipment found in the bin for fitness.
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Math – Task 2
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Answer the following questions about the data. Show your work.
1. Which baked good is there the most of? ______
2. Which baked good is there the fewest of? ______
3. Are there more cupcakes or brownies? How many more are there?
4. How much more bread and cupcakes are there than cookies and brownies altogether?
5. How much more cookies and cupcakes are there than brownies?
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Complete the bar graph to show the number of juice options there are for snack.
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Math – Mixed Review 1 Solve the following problems:
1. Nyla built a tower with 97 blocks. She used 34 more blocks than Zaire. How many blocks did Zaire use?
Answer:______
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2. Robert has 70 pennies. He has 43 more pennies than Tyler. How many pennies does Tyler have?
Answer:______
Second Grade – Week 4 Page 26
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Math- Mixed Review 2 Solve the following problems:
1. Mark has 93 Skittles. He has 66 more than Lisa. How many Skittles does Lisa have?
Answer: ______
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2. Chuck has 117 baseball cards. He has 103 more cards than Willie. How many cards does Willie have?
Answer: ______
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Math – Mixed Review 3 Solve the following problems: 1. The librarian has $134 to spend on books. If each book costs $12, how many books can she buy?
Answer: ______
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2. Alexia has 162 songs on her iPod. She wants to put them in 12 playlists with the same number of songs in each playlist. How many songs can she put in each playlist?
Answer: ______
Second Grade – Week 4 Page 30
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Writing – Task 1 2nd Grade Revision Checklist for Expository! Steps for Revising Writer’s Technique Explanation Made it better! Thesis Statement Did you • make an argument for your opinion? Specific Details Did you • use specific details in each supporting detail? Transition Words Did you • use transition words between each specific detail? Strong Clincher Did you Sentence • leave the reader with one last thought about the main idea that supports your argument? Persuasive Language Did you • use persuasive language? • Example: “most importantly” “definitely” Reread your writing! Does it sound right? Does it make sense?
Goal for your next piece of writing: • What writer’s techniques did you not use? • What writer’s techniques will you use in your writing next time? Why? ______
Second Grade – Week 4 Page 31
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Revision Time!
\Revise to make your writing better. When inserting more than one word, use your student revision paper.
Summer vacation is good. The city needs to keep summer vacation for all students! During summer vacation, it is important that scholars take time to play outside and enjoy the nice weather. A lot of other people have vacation time in the summer. Students have a lot of work to complete to get them ready for the next grade. Summer vacation gives them time to complete all of this work. Keep summer vacation to make better, happier students!
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Student Revision Paper ______
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Directions: Using the persuasive paragraph from last week, revise the paragraph using your checklist.
Title: ______
2nd Grade Revision Checklist for Expository! Steps for Revising Writer’s Technique Explanation Made it better! Thesis Statement Did you • make an argument for your opinion? Specific Details Did you • use specific details in each supporting detail? Transition Words Did you • use transition words between each specific detail? Strong Clincher Did you Sentence • leave the reader with one last thought about the main idea that supports your argument? Persuasive Language Did you • use persuasive language? • Example: “most importantly” “definitely” Reread your writing! Does it sound right? Does it make sense?
Goal for your next piece of writing: • What writer’s techniques did you not use? • What writer’s techniques will you use in your writing next time? Why?
______
Second Grade – Week 4 Page 34
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Student Revision Paper ______
Second Grade – Week 4 Page 35
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\Rewrite the paragraph neatly. Make sure that you include your revisions in your rewrite. ______Second Grade – Week 4 Page 36
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______
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Writing – Task 2 Complete the planning page outline for the persuasive essay topic, “ No More Afteschool.”
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No More Afterschool
\ Prompt: The school is thinking about cancelling the after school program. Write an essay stating whether or not the school’s after school program should be cancelled.
Should after school be cancelled?
Yes No
Second Grade – Week 4 Page 39
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Introduction
Main Idea ______
Body #1 ______
Body #2 ______Thesis
4 Paragraph Essay Outline
Body #1 Body #2
Conclusion
Second Grade – Week 4 Page 40
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Science – Task 1
How are molecules arranged as a gas? ______How are gases similar and different to liquid and solids? ______
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Science – Task 2 Read and annotate “What is the World Made of?” found on the next 3 pages. Then answer the following questions:
1) What effect did the cold have on the liquid? ______
2) What effect did the heat have on the liquid? ______
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Excerpt from “What is the World Made of?” by Kathleen Weidner Zoehfeld
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Name:______
Second Grade Remote Learning Week of May 4th
Second Grade – Week 5 Page 1
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Reading – Task 1
Finish reading and annotating Chapter 6 of “Charlotte’s Web.” Then answer the question that follows: What is the animal’s perspective of Templeton? ______Second Grade – Week 5 Page 2
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Reading– Task 2
Finish reading and annotating Chapter 7 of “Charlotte’s Web.” Then answer the question that follows: What are Wilbur’s and Charlotte’s perspective of the conflict? ______Second Grade – Week 5 Page 3
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Passage Practice – 1
Read and annotate the passage below. Then answer the questions.
Mr. Whiskers’s Whiskers
“Stop poking the cat,” Consuela’s mother told her. Every time Consuela poked the cat, Mr. Whiskers, the cat would bat at her with its paw. It was great fun. “You are going to get scratched.”
Consuela stopped poking. Mr. Whiskers stopped batting. They looked at each other. Mr. Whiskers was mostly black, but had white fur on his belly and paws. He was named Mr. Whiskers because his whiskers were long. Consuela reached out and touched one of them. Mr. Whiskers blinked. She touched another one. Mr. Whiskers blinked again. Then he yawned.
“Why does Mr. Whiskers blink when I touch his whisker?” Consuela asked her mother.
“Cats have very sensitive whiskers. They help them feel what’s around them.”
“Why does Mr. Whiskers bat at me when I poke him?”
Second Grade – Week 5 Page 4
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“He’s practicing hunting. Cats use their paws to catch birds and mice and fish to eat. Sometimes they get excited and forget it’s only practice. That’s when they can scratch you. Cats are very good at hunting.”
“I’ve never seen Mr. Whiskers hunt anything. If I don’t play with him, all he does is sleep.”
Mr. Whiskers was now stretched out on the rug asleep. Consuela thought Mr. Whiskers was too lazy to hunt anything. Every time she played with him, he usually got tired and went to sleep pretty quickly. He was an old cat.
“That’s because Mr. Whiskers has an easier way of getting food.” Consuela’s mother got up and went into the kitchen. She opened the bag of cat food and poured it into his dish.
Mr. Whiskers heard the rustle. He woke right up. His ears perked up and pointed forward. Then he ran into the kitchen. Mr. Whiskers’s favorite thing to do was eat. He liked it even more than sleeping.
“How can Mr. Whiskers always tell when it’s dinner?” Consuela asked.
“The same way you can tell it’s dinner. He uses his ears and his nose. You smell food just like Mr. Whiskers smells food. You hear me call ‘dinner’ the same way Mr. Whiskers hears me pour cat food into his bowl. All animals have to eat if they want to stay alive. Just like you. So it’s pretty important they figure out how to get food one way or another. It’s so important that even though there’s nothing for Mr. Whiskers to hunt, he still practices.”
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What is this passage mostly about? ______
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How does batting his paw at Consuela help Mr. Whiskers practice hunting? Support your answer with information from the story. ______
Second Grade – Week 5 Page 7
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Passage Practice – 2
Read and annotate the passage below. Then answer the questions.
Sister Problems
Maria’s little sisters were fighting. She could hear them from her room. Maria was supposed to be babysitting. She knew that she should go in and check on them. She put her book on the bed, and went down the hall to Anna and Olivia’s room.
“What is going on here?” Maria asked.
Her sisters stared angrily at each other. There were clothes all over the floor.
“Tell Anna she is wrong,” shouted Olivia.
“Tell Olivia she is wrong,” shouted Anna.
Maria shook her head. “Let’s slow down,” she said. “First, I need to have all the information and understand the problem. Then, when I know what is going on, I can tell you what I think. Why are you fighting?”
Olivia took a deep breath. “Well, Anna borrowed my shirt,” she said. “My green shirt. It is my favorite one. She took it without asking, and then she got it stained.”
Olivia held out a green T-shirt with a brown stain on it.
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“It isn’t my fault,” said Anna. “My friend Greg dropped his chocolate pudding on me. And then Olivia started yelling at me, and she threw all of my clothes out of my closet.”
“Okay,” said Maria. “Now I know what you are fighting about. I can tell you how we solve this problem.”
She sat the girls down on the bed. “Anna,” said Maria, “you took Olivia’s shirt without asking, right?”
“I guess so,” said Anna.
“You did. And then you got it stained at school,” said Maria. “You didn’t stain the shirt, but it is your responsibility because you took it.”
Anna nodded.
“And Olivia,” said Maria, “yelling at your sister and throwing her clothes won’t help. The best way for you to speak to your sister is to be calm and talk about what is wrong.”
Olivia nodded.
“So go ahead, and talk to each other calmly,” Maria said.
Olivia turned to Anna. “I am sorry I threw your clothes around,” she said. “I was mad because of the shirt. I don’t like it when you take my things without asking. I’ll help you put it all away.”
“And I am sorry that I took the shirt,” said Anna. “I like it, but I should have asked you.”
“See?” said Maria. “Isn’t it better that you spoke about it?”
The girls nodded.
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Maria smiled. “Okay, so I’ll put this shirt into the washing machine. Let’s see if we can get this stain out. The three of us can eat some ice cream while we wait.”
“Thank you, Maria,” said Olivia. “We love it when you babysit!”
How does speaking about their problem make Anna and Olivia’s problem better? Support your answer with information from the story. ______
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Read these sentences from the story: “‘See?’ said Maria. ‘Isn’t it better that you spoke about it?’” What do Anna and Olivia do right after Maria asks that question? ______
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Passage Practice - 3
Read and annotate the passage below. Then answer the questions.
Should You Be Afraid of Sharks?
Many people are afraid of sharks. They think sharks are monsters. But one scientist thinks people should not be scared of sharks.
Sharks Are Picky Eaters
Sharks do not like the taste of people. That's what Dr. Peter Klimley says. Klimley is a scientist who studies sharks. He says sharks would rather eat seals and sea lions than people. Seals and sea lions have a thick layer of fat on them. Eating that fat gives sharks energy. Klimley says people's bodies do not have enough fat to fill up a shark.
Klimley thinks that sharks should be afraid of people. Each year, people kill about 100 million sharks. Some people like to eat shark meat. And some sharks die because they live in water that is polluted.
Klimley says that at least seven kinds of sharks are endangered. The number of those sharks has dropped in the past ten years. Klimley hopes that people will help protect sharks.
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Fast Facts
• There are at least 340 kinds of sharks. • A shark's liver is filled with oil. This oil is lighter than water and keeps the shark from sinking. • Sharks have several rows of teeth. Sharks often lose their teeth while eating. New teeth quickly grow to replace the teeth that are lost. • A shark can swim 3 feet per second.
Interview With a Shark Expert
Weekly Reader talked to Dr. Peter Klimley about his work. Here's what he had to say.
Weekly Reader (WR): Why did you decide to study sharks?
Peter Klimley (PK): I wanted to study how sharks behave. I wanted to get into their world and learn everything about them.
WR: Why is it important to study sharks?
PK: To me, sharks are a mystery that I wanted to learn more about.
WR: Should we be afraid of sharks?
PK: No. Many kinds of sharks are not dangerous. I think sharks bite people by mistake.
WR: Which kind of shark is your favorite?
PK: The hammerhead shark. I have studied the hammerhead for most of my life. I am often called "Dr. Hammerhead"!
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What are two reasons that sharks should be afraid of humans? ______
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Why might a person be safer if they are swimming near sea lions in shark- infested waters? ______
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Math – Task 1
Creating and Analyzing Pictographs LPBS is selling used books. They conducted a survey of the number of scholars who like each genre of text. Create a pictograph that shows the number of books sold by each grade. Then use the pictograph to answer the questions that follow.
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1) How many books were sold altogether?
2) How many mystery and fantasy books were sold altogether?
3) After counting up all the sold books, Mr. Dalton realized that six of the fiction books that he thought were sold were actually nonfiction books. • After Mr. Dalton made the change, how many fiction books were sold? • How many nonfiction books were sold?
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LPOH kept track of how many scholars received Homework Superstar in the graph below. The data they collected is represented on the pictograph below. Use the pictograph to answer the questions that follow.
1) How many scholars got Homework Superstar altogether?
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2) How many scholars in First Grade and Second Grade received Homework Superstar altogether?
3) After collecting the data, we learned that 2 Homework Superstars in Third Grade were really in Second Grade. • Now, how many scholars in Second Grade received Homework Superstar? • How many scholars in Third Grade?
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North Star conducted a survey of a group of scholars to see what their favorite chocolate bar was. The data they collected is represented on the pictograph below. Use the pictograph to answer the questions that follow.
1) How many candy bars were bought altogether?
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2) If Second Grade bought 6 more Hershey bars, how Hershey bars were bought?
3) We learned that 3 scholars who took the survey changed their mind and said that they like Snickers instead of Milky Way. Now, how many people like Snickers?
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Math – Task 2
Maliyah measured the length of her crayons. Below is the data she collected:
Length of Maliyah’s Crayons
X X X X X X X X X X
1 2 3 4
Crayon Length (inches)
1. How many crayons’ are 3 inches long? ______
2. What was the measurement of the longest crayon? ______
3. What was the measurement of the shortest crayon? ______
4. Which length of crayon has the most number of crayons represented?
5. How many crayons did Maliyah have? ______
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Ms. Cruz was analyzing her spiral review data to see how many questions scholars got correct on Spiral Review yesterday out of 4 questions. She found out the following information:
Emory’s Spiral Review Data
X X X X X X X X X X X X X X
1 2 3 4
Number of Questions Correct
1. How many scholars had 2 questions correct? ______
2. How many scholars had 3 questions correct? ______
3. What was the least number of questions correct? ______
4. What was the greatest number of questions correct? ______
5. How many scholars completed spiral review in Emory? ______
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Math – Mixed Review 1 Solve the following problems:
1. Second Grade collected $94 for the fundraiser. They collected $77 more than First Grade. How much money did First Grade collect?
Answer: ______Second Grade – Week 5 Page 24
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1. Ms. Smith bought 9 packages of popsicles with 6 popsicles in each package. How many popsicles did she buy?
Answer: ______
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Math – Mixed Review 2 Solve the following problems:
1. There were 129 people on the ferry. Some people got off at the next stop. Now, there are 78 people on the ferry. How many people got off the ferry?
Answer: ______Second Grade – Week 5 Page 26
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2. Billy had 49 marbles. He bought 24 more marbles at the dollar store. Tony has 38 marbles. How many more marbles does Billy have than Tony?
Answer: ______
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Math – Mixed Review 3 Solve the following problems: 1. Ms. Kerns has 34 flowers. She went to the store and bought 27 more flowers. Ms. Charles has 22 flowers. How many more flowers does Ms. Kerns have than Ms. Charles?
Answer: ______Second Grade – Week 5 Page 28
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2. I have 35 apples. Then, I bought 22 more apples. My sister has 29 apples. How many more apples does I have than my sister?
Answer: ______
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Writing – Task 1 Complete the introduction for the persuasive essay you planned last week. Look back at your planning page: Writing Task 2 from the week of 4/27 to help you.
Persuasive Writing Checklist
Introduction: ✓ Thesis Statement ✓ Main idea of each body paragraph ✓ Clincher sentence
Body: ✓ 2 Paragraphs ✓ Reason 1- main idea and supporting details ✓ Reason 2- main idea and supporting details
Conclusion: ✓ Restate your thesis statement ✓ Restate both reasons ✓ Clincher sentence- convince your reader! ______
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______Second Grade – Week 5 Page 31
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Writing – Task 2 Complete the body paragraph 1 for the persuasive essay you planned last week. Look back at your planning page: Writing Task 2 from the week of 4/27 to help you.
Persuasive Writing Checklist
Introduction: ✓ Thesis Statement ✓ Main idea of each body paragraph ✓ Clincher sentence
Body: ✓ 2 Paragraphs ✓ Reason 1- main idea and supporting details ✓ Reason 2- main idea and supporting details
Conclusion: ✓ Restate your thesis statement ✓ Restate both reasons ✓ Clincher sentence- convince your reader! ______
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______Second Grade – Week 5 Page 33
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Science – Task 1
State Changes and Temperature
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Directions: Predict the effects of the temperature changes. • Fill in the blanks to complete the state change. • Explain the state change and the way the arrangement of the molecules changed.
Ice + (temperature change = heat) → ______Ice changed to ______when heat was added. The molecules started moving more ______and moved______.
Melted butter + (temperature change = ______) → solid stick of butter ______
Puddle + (temperature change = heat) → ______
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______+ (temperature change = cooling) → water droplets ______
Challenge: Write your own!
temperature change = ______+ ______→ ______
______
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Science – Task 2 Comparing States of Matter
Find 3 objects in your home and compare these objects by completing the property chart for each object. Try to find objects that are in different states. Then answer the question that follows.
Visibility: (visible or invisible) Type of Matter (name of object):
______
Color:
______Size: (large, medium, or small)
______
Shape:
State of matter: ______Mass: (large amount or small amount)
______Density: (very dense, less dense, or least dense)
______Molecule count: (many, middle, or few) ______
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Visibility: (visible or invisible) Type of Matter (name of object):
______
Color:
______Size: (large, medium, or small)
______
Shape:
State of matter: ______Mass: (large amount or small amount)
______Density: (very dense, less dense, or least dense)
______Molecule count: (many, middle, or few) ______
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Visibility: (visible or invisible) Type of Matter (name of object):
______
Color:
______Size: (large, medium, or small)
______Shape: ______State of matter: Mass: (large amount or small amount)
______Density: (very dense, less dense, or least dense) ______Molecule count: (many, middle, or few)
______
What is similar and different about all three states of matter? ______
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Name:______
Second Grade Remote Learning Week of May 11th
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Reading– Task 1
Finish reading and annotating Chapter 8 of “Charlotte’s Web.” Then answer the question the following questions: How does Mrs. Arable feel about Fern? ______How does Mr. Arable feel about Fern? ______
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Reading– Task 2
Finish reading and annotating to the bottom of page 62. Then answer the following question: On page 61, why does Charlotte say, “Let Wilbur alone!”? ______Second Grade – Week 6 Page 3
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Passage Practice – 1
Read and annotate the passage below. Then answer the questions.
Buying Paint Supplies
Alison couldn’t believe she forgot her phone at home. Now she was lost.
She was supposed to meet Molly at Circle Art Supply at 6 a.m. Molly was in college, studying to become a painter. Today, she was going to teach Alison how to paint as well. In order to do that, they needed to buy some art supplies. They needed paint, brushes, and a canvas.
Alison liked to plan ahead. She wanted to pick an aisle to meet in, but Molly refused.
“Can’t we have an alternate plan?” Alison begged. “Just in case?”
“No way! I have my phone, and you have your phone. Just text me when you get to Circle’s. It will be easier that way.”
Alison had to admit, using the phone to find each other did sound like the easier idea at first. But when Alison reached into her backpack to pull out her phone, there was nothing in the pocket but an old piece of gum. Now she was stuck, and not just to the gum!
Alison knew Molly had to be somewhere in the store, but where? She sat down to brainstorm.
“If I were a painter, what would I need? What aisle would I go to?” she asked herself. “Well, the first thing I would need, I guess, is paint!”
On the first floor of Circle Art Supply was a directory of what items you could find on each floor. Circle was located in New York City, and it was four stories
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tall. It was easy for someone to get lost inside of it, with the twists and turns of the hallways and stairwells.
Alison carefully studied the directory.
From the first floor, she could take the stairs to the second. But she couldn’t get to the third floor from the second. Instead, she’d have to take an elevator to the fourth, and walk back down a flight of stairs. That meant the third floor was only accessible by the fourth floor.
Alison’s head started to spin. Paint was on the third floor, but she was on the first. This was going to be confusing!
She went upstairs, then back down again. But she got lost! Alison walked down an extra flight of stairs and ended up on the second floor. Then she had to start all over again.
When Alison finally got to the third floor, she saw Molly standing in the paint aisle trying to call her.
“Where have you been?” Molly asked, flustered. “I have been trying to call your phone for twenty minutes!”
“Well,” said Alison, “I guess you could say I’ve been walking around in circles.”
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What main problem does Alison face? ______
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“’No way! I have my phone, and you have your phone. Just text me when you get to Circle’s. It will be easier that way.’ Alison had to admit, using the phone to find each other did sound like the easier idea at first.”
Was this the easiest way for Molly and Alison to meet? Why or why not? ______
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Passage Practice - 2
Read and annotate the passage below. Then answer the questions.
Jenny’s Move
Sarah was mad. Her best friend Jenny was moving. She knew she would never see her again. Jenny had promised to write, but she knew how that went. Last year Mary had moved, and she wrote three letters. But she never heard back from her. She must have made new friends. Sarah knew the same thing would happen with Jenny. So she was getting back at her. She wasn’t going to speak to her at school. That would show her.
On Monday, Jenny asked Sarah if she wanted to play jump rope at recess. Sarah said she couldn’t because she had to play with Magda, a real friend who wouldn’t move on her.
“Fine,” said Jenny, “be that way.”
On Tuesday Jenny asked Sarah if she wanted to split her bag of M&M’s. Sarah wanted to but said, “No thanks, I’m going to split Anna’s Cheetos. I’m going to get used to someone else’s snacks since you won’t be here.” The only problem was that Sarah didn’t like Cheetos; she liked M&M’s. “Fine,” Jenny said, and sighed. She didn’t know what to do.
On Wednesday Jenny asked if Sarah wanted to sit next to her at the school play. Sarah said no. Jenny sat by herself and looked sad.
Thursday was Sarah’s birthday. Her mom hadn’t had time to get her the special outfit she wanted. Her dad had to leave early for a meeting. It seemed like no- one cared it was her birthday. But when Sarah got to school, Jenny was sitting outside with a box wrapped in the prettiest silver paper with a big bow. Jenny gave Sarah the present and Sarah opened it silently, thinking about how mean she Second Grade – Week 6 Page 8
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had been. It was a stationery set, shiny pen, and a book of stamps. Sarah realized that even though Jenny was moving they would keep in touch and be friends forever.
Why is Sarah mad at Jenny? ______
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How did Sarah feel about herself after Jenny gave her the birthday gift? ______
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Passage Practice - 3
Read and annotate the passage below. Then answer the questions.
Animals of Africa
Africa is home to some of the most majestic animals on Earth. Let's take a close look at some of these animals.
African Elephants
African elephants are the largest animals on Earth that live on land. They travel in groups called herds. These herds are usually made up of related female elephants and their calves. Males normally travel by themselves. But sometimes they also form small groups with other males.
Like all elephants, African elephants have very long noses called trunks. They suck in water through their trunks and spray it over their bodies. This helps them stay cool in the heat. They also breathe and grab things with their trunks.
African elephants eat roots, grasses, fruit, and tree bark. They can eat up to 300 pounds of food in a day!
Giraffes
Giraffes are beautiful spotted animals. They have very long necks. They're also the tallest animals to walk the earth. Giraffes live in areas covered by grass. These areas are called grasslands.
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Giraffes have great vision. With the help of their height and vision, they can easily spot predators, such as lions, from a distance. It's believed that other animals such as zebras form groups near giraffes for this reason! They know if danger is coming, giraffes will see it.
Lions
Everyone knows lions are the kings of the jungle, right? Well, they don't actually live in jungles! They live in grasslands, just like giraffes. They also live in deserts.
Lions form groups called prides. Anywhere from 3 to 40 lions may live in one pride. Female lions (called lionesses) raise the cubs and hunt for food. They hunt mainly at night in small groups. Male lions defend the area where the pride is staying. They use their loud roars to scare off other animals trying to get too close.
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How is a giraffe's vision similar to an African elephant's trunk? ______
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What is the main idea of this text? ______
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Math – Task 1
Ms. Rozek was measuring the height of scholars to order gowns for 4th grade graduation.
Below is the data she collected:
Height of 4th Grade Scholars
X X X X X X X X X X X X X X X X X
56 57 58 59 60 61 62
Height of Scholars (inches)
1. How many scholars’ are 59 inches tall? ______
2. What was the measurement of the tallest scholar? ______
3. What was the measurement of the shortest scholar? ______
4. Which height of scholars has the most number of scholars represented?
5. Which height of scholars has the least number of scholars represented?
6. How many scholars were 61 inches tall? ______
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Ms. Martinez was measuring the height of the plants. Below is the data she collected:
Height of the Plants
X X X X X X X X X X X X X X X
0 1 2 3 4 5 6
Height of Plants (inches)
1. How many plants were 5 inches tall? ______
2. What was the measurement of the tallest plant? ______
3. What was the measurement of the shortest plant? ______
4. Which height has the most number of plants represented?
5. Which height has the least number of plants represented?
6. How many plants did Ms. Martinez measure? ______
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A craft store asked some people how many scarves they owned.
1. How many students owned fewer than 3 scarves? ______2. How many students were asked in all? ______
3. How many students owned just two scarves? ______
4. How many students owned 3 or more scarves? ______
5. How many scarves did a student with the greatest number of scarves own?
______
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Math – Task 2 Ms. Vargas has a beautiful garden at home, and Solangel was measuring the flowers in the garden. Below is the data she collected:
Height of the Flowers
X X X X X X X X X X X X X X
4 5 6 7
Height of Flowers (inches)
We will use this line plot to answer the questions. 1. How many flowers are 4 inches tall? ______2. How many flowers are 7 inches tall? ______3. What is the most common height of flowers? ______How do you know?______
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4. What height of flowers is the least common? ______How do you know?______5. Are more flowers 4 inches or 6 inches tall? How do you know? ______6. How many flowers are 5 inches and shorter? How do you know? ______7. How many flowers are there altogether in Ms. Vargas’ garden? ______
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Scholars in Second Grade collected data about how many of inches of rain fell each day throughout June, July, and August of 2016. They plotted the amount of inches on the line plot below.
Inches of Rain in Summer of 2016
Inches of Rain X = 1 Day We will use this line plot to answer the next four questions. 1. What was the most common amount of rainfall in inches?
A. 1 inch B. 5 inches C. 7 inches D. 10 inches
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2. How many days did it rain in June, July, and August?
3. What is the greatest amount of rainfall in on day during the summer of 2016? ____ How do you know?______
4. How many days did it rain 6 or more inches?
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Scholars measured the length of their pencils in centimeters. Then, they plotted the data on the line plot below.
Length of Pencils
X = 1 Pencil
We will use this line plot to answer the next four questions. 1. What was the most common length of pencils in centimeters?
A. 5 cm B. 11 cm C. 13 cm D. 15 cm 2. How many pencils were measured altogether?
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3. What is the shortest length of pencils in centimeters? ____ How do you know?______
4. How many pencils are 11 centimeters long or more?
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Math – Mixed Review 1 Solve the following problems: 1. There were some dogs at the park. Then, 71 more dogs came to the park. Now, there are 169 dogs at the park. How many dogs were at the park to start with?
Answer: ______
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2. Mr. Smith had some homework prizes. He gave away 42 to scholars that had 100%s. Now, Mr. Smith has 92 homework prizes left. How many homework prizes did Mr. Smith have to start with?
Answer: ______
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Math – Mixed Review 2 Solve the following problems:
1. There are 23 scholars in Harvard. Then, 13 more scholars came into Harvard. Morehouse has 19 scholars. How many more scholars are in Harvard than Morehouse?
Answer: ______
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2. There were 132 birds on the fence. Some birds flew away. Now there are 81 birds on the fence. How many birds flew away?
Answer: ______
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Math – Mixed Review 3 Solve the following problems: 1. A blue food truck had 161 bottles of juice. A red food truck had 56 bottles of apple juice and 77 bottles of orange juice. How many more bottles of juice does the blue truck have than the red truck?
Answer: ______
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2. Fun Arcade has 132 games to play. Play Emporium has 49 basketball games and 69 racing games. How many more games does Fun Arcade have than Play Emporium?
Answer: ______
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Writing – Task 1 Complete the body paragraph 2 for the persuasive essay you planned last week. Look back at your planning page: Writing Task 2 from the week of 4/27 to help you.
Persuasive Writing Checklist
Introduction: ✓ Thesis Statement ✓ Main idea of each body paragraph ✓ Clincher sentence
Body: ✓ 2 Paragraphs ✓ Reason 1- main idea and supporting details ✓ Reason 2- main idea and supporting details
Conclusion: ✓ Restate your thesis statement ✓ Restate both reasons ✓ Clincher sentence- convince your reader! ______Second Grade – Week 6 Page 30
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______
______
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Writing – Task 2 Complete the conclusion for the persuasive essay you planned last week. Look back at your planning page: Writing Task 2 from the week of 4/27 to help you.
Persuasive Writing Checklist
Introduction: ✓ Thesis Statement ✓ Main idea of each body paragraph ✓ Clincher sentence
Body: ✓ 2 Paragraphs ✓ Reason 1- main idea and supporting details ✓ Reason 2- main idea and supporting details
Conclusion: ✓ Restate your thesis statement ✓ Restate both reasons ✓ Clincher sentence- convince your reader! ______
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______Second Grade – Week 6 Page 33
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Social Studies – Task 1
Finish reading the excerpt from “If You Lived When There was Slavery in America” by Anne Kama. Then answer the questions that follow.
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Think back to what you read in If You Lived When There Was Slavery in America to answer the following questions.
1) What is a slave? Circle one.
A. Someone who works on a farm. B. Someone who is owned by another person. C. Someone who owns a lot of property.
2) How do we know what it was like to be a slave? ______
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Social Studies – Task 2
Complete the graphic organizer below then answer the question that follows.
When did slavery take place? What is slavery?
Why slavery? What about the Declaration of Independence?
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Why were the years of slavery such a sad time for our country? ______
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After reading [Title/”Title”] by [author], I think/ I learned Use an inference key word Use a because statement to tell WHY Narrative Summarize the cause of the evidence you are citing
On page [#], when/ after [context] o [Character] said, “[Evidence]” o the author writes, “[Evidence]”
Informational On page [#], the author describes/ explains/talks about [context] and writes “[Evidence].” Connects back to a big idea in the story This evidence reveals This evidence supports This evidence explains This evidence proves This [dialogue/action] shows/explains/proves
May include a counter-argument: Without ____, If ____, then ____.
ANNOTATING FOR PLOT ELEMENTS S: Setting (when and where the story is taking place) What impact does the setting have on the characters and plot? T: Characters (Character Traits, Motivation, & Perspective) What inferences can I make about the characters? What do the characters’ thoughts, feelings, actions, and dialogue reveal about the characters? O: Conflict (Character Motivation + Obstacle = Conflict) Is the character struggling with a tough decision or a bad feeling? Is there a problem between 2 characters or forces? Are the secondary characters making this problem better of worse? R: Attempts to Resolve What small events are leading to the solution? How is the character starting to change? Is there a secondary character impacting the resolution? Y: Resolution How was the problem solved? How did solving the problem impact the character? What lesson did the main character learn? TH: Theme What is the central message the author taught? Informational Annotations MISDIV Strategy Guide
MI S D I V
Main Idea Structure Details Illustrations Vocabulary
(Visuals)
CORE ELEMENT & IDEAL ANNOTATION CODES EXAMPLE STUDENT ACTIONS
TOPIC AND TEXT STRUCTURE T= Topic T= reasons animals play Determine topic and text struc- ture by using headings and visu- TS = Text Structure TS= Descriptive/Cause & als, and skimming the text Effect
TOPIC THINKING QUESTION: TTQ = What are the Create a topic thinking question TTQ = Topic Thinking Ques- different ways animals play that the text could answer and tion and what are the that matches the text structure. reasons for their play? Underlined details DIV SELECTION:
Only underline details or circle Circled parts of parts of visuals or technical Visuals Animal play teaches valuable skills, such as avoiding vocabulary that answers the Circled vocabulary with mar-
danger. topic thinking question. gin noted definition For Text with NO Headings:
IDEAS: B-I = Beginning Idea Determine what is similar about B-R – Play teaches skills to the DIV and write three ideas M-I = Middle Idea survive statements one each for the be- E-I = End Idea ginning, middle, and end of the For Text with Headings: text. Write Idea for Each Section
AUTHOR’S POINT OF VIEW: APV – thinks animal play is APV = Author’s Point Write what the author thinks or fascinating and explains how how the author feels about the of View intelligent animals actually
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MAIN IDEA: MI – Animals play in groups, Write a main idea statement that teaching valuable survival includes the Author’s Point of MI = Main Idea skills, which proves how View, Repeating Ideas, and Text fascinating and intelligent Structure (ART) that answers the they truly are. topic thinking question. : A conflict is a problem.
• An external conflict is a problem caused by a character or event. • An internal conflict is a problem inside the character’s heart and mind. It’s a tricky choice or a tough feeling.
1. Identify the character’s motivation. • Ask, “What does the character want the most? What is important to the character and why?” 2. Identify the obstacle. • Ask, “What is stopping the character from get- ting what they want?” 3. Name the problem. • Say, “The character wants ____ but ____.” 4. Identify the internal conflict. • Ask, “Does the problem cause a tricky choice or a tough feeling?”
The problem drives the plot. Knowing conflict helps us to better understand the characters and the plot.
Character Perspective is the way a character sees or thinks about a situation.
Great reader determine a character’s perspective by: 1. Get to know the character by considering their age, role, experiences, and what they’ve seen 2. Look at the character’s actions, dialogue, or thoughts during an event 3. Ask yourself, “What is the character’s automatic mental state in this moment?” 4. Connect their automatic mental state to their feelings or motivation
Understanding a character’s perspective helps us explain WHY characters do and say things at a specific moment in the text.
: Character motivation is the reason why a character says, does, or thinks something and it's tied to the problem
To figure out a character’s motivation, we must ask ourselves: 1. “What does the character want more than anything else? 2. “How does the character feel?” 3. “What is the character’s mental state and how is it tied to the problem?
When we understand the characters’ motives, then we will be able to understand why they are doing the things they are doing, saying things and thinking different things. Start Change Result S= 8 markers C= ? more markers R = 15 markers 8+ ? =15 S C R Joel had 8 markers. He got some more markers from his friend Elijah and then he had 15 markers. How many markers did he get from Elijah? Start Change Result S= ? inches C= 10 inches cut R = 5 inches left ? -10 =5 S C R Jaden had a rope. He cut 10 inches off the rope. Now he has 5 inches of rope left. How many inches of rope did Jaden have to begin with?
Part 1 Part 2 Whole P1= 5 boys P2 = 6 girls W= ? kids 5 + 6 = ? P1 P2 W OR 11 – 6 = ? W P1 P2 There were 5 boys on the football team and 6 girls on the football team. How many kids were on the football team altogether? OR There were 11 kids on a football team. 6 of the kids were girls. How many boys were on the football team?
Lesser Difference Greater G= 11 cookies D= 5 fewer cookies L= ? cookies 11 - 5 = ? G D L Janaia made 11 cookies. Heaven made 5 fewer cookies than Janaia. How many cookies did Heaven make?
Groups Items Total G= 4 boxes I= 8 pencils in each box T= ? pencils in all 4 x 8 = ? G I T OR ? ÷ 8 = 4 Keyan had 4 boxes. There were 8 pencils in each box. How many pencils did Keyan have in all?