Second Grade ELA Academic Packet

Student Name ______School ______

Week 7 May 11 - 15, 2020

Please follow your teacher's instruction on use and return of packets. Por favor siga las instrucciones de su maestro sobre el uso y la devolución de los paquetes. Tanpri swiv enstriksyon pwofesè w sou jan pou w itilize ak retounen pakè yo. Por favor, siga as instruções do professor sobre o uso e o retorno dos pacotes

OCPS Distance Learning Packet Grade 2 ELA Week of May 11 - May 15, 2020 Day Skill Instructions

Monday Main Topic of a ● Review Learning: Main Topic Multiparagraph Text ● Read Working Under Pressure. & the Focus of Each ● Respond to the comprehension questions. Paragraph

Tuesday Key Points and ● Review Learning: Author’s Points and Reasons Reasons ● Reread Working Under Pressure. ● Complete comprehension questions based on the text. ● Read and recount The Kind Knight to someone. (This text can be found on the last pages of the ELA packet.)

Wednesday Author’s Main ● Review Learning: Author’s Main Purpose Purpose ● Read Self-Driving Cars. ● Complete the Author’s Main Purpose Chart. ● Respond to the comprehension questions. ● Reread The Kind Knight. Look for and underline words that contain the Long i sound.Write a few of these words in the space provided on the last page of the book.

Thursday Gathering Evidence ● Review Learning: Make a Plan for Writing from the Text ● Reread Working Under Pressure and Self-Driving Cars and underline the facts that answer the question. ● Complete the plan sheet including evidence and a main idea sentence. ● Reread The Kind Knight. Look for words that end with the possessive ‘s and the plural -s. Circle the word(s) ending in the possessive -’s. Box the word(s) ending in the plural -s.

Friday Writing an ● Review Learning: Writing an Informative Paragraph. Informative ● Reread the planning sheet that you created on Thursday. Paragraph ● Write an informative paragraph that responds to the prompt.

Daily: Read a book* of your choice for 30 minutes. (*The reading of the decodable book could be used as part of the 30 minutes of choice reading.) The Kind Knight is a decodable reader that can be found after Friday’s activities in the ELA section of the packet. (The Long i sound can be made by different letter combinations. This decodable book focuses on the Long i sound made by -i, as in kind, and -igh, as in knight.)

**If your student needs assistance with any of the content presented in these lessons, please contact their teacher. All Orange County Public School teachers are committed to supporting our students throughout this distance learning experience. Thank you for all that you do to maintain a strong School/Home connection!

1 Monday

2 3

3 Directions: 1) Read Working Under Pressure. 2) Answer the following comprehension questions. 1. Look at the photograph and reread the caption. What do you learn about the robot from this photograph and the caption? Ⓐ The robot went into a ship and found a very old vase. Ⓑ The robot looks and moves like a human diver. Ⓒ The robot is 1.5 meters or 5 feet long. Ⓓ The robot can go even deeper than a beluga whale. 2. What is the focus of paragraph 2? Ⓐ how a robot works during a dive Ⓑ how a robot is like a video game Ⓒ how a robot looks human Ⓓ how a robot twist and turn items 3. What is the focus of paragraph 3?

______

4. What is the main topic of the whole text? Ⓐ shipwrecks Ⓑ robot hands Ⓒ treasure hunting Ⓓ diving robots

5. According to the article, how can a robot gently carry things? Ⓐ A robot can go very deep in the ocean. Ⓑ A robot has hands that can twist and turn things. Ⓒ A robot has five fingers that can feel things. Ⓓ A robot sends pictures back to people on a boat.

4 Tuesday

5 Directions: 1) Reread Working Under Pressure. 2) Answer the following comprehension questions. 1. What key point does the author make in the text? Ⓐ A robot can go deeper in the ocean than a blue shark. Ⓑ It is not possible to explore shipwrecks in the deep sea. Ⓒ A robot can safely explore shipwrecks in the deep sea. Ⓓ A vase was taken out of an old ship by a robot.

2. What are two reasons that the author gives to support the point you chose in Question # 1?

● ______

______

● ______

3. Short response: Choose one reason from the text. Explain how the reason supports the point you chose in Question # 1.

______

4. Carefully read the “Do You know?” fact box. Based on the facts in that box, what is found inside the tail of the OceanOne robot? Ⓐ The tail holds a camera that shows the pilot what it sees. Ⓑ The tail is about 1.5 meters or 5 feet long. Ⓒ The tail holds the batteries and the controls for moving the robot. Ⓓ The tail helps people steer the robot like in a video game. 6 Wednesday: Author’s Main Purpose Authors write informational texts for different reasons. This chart can help us determine the author’s purpose.

Use the details from the text to help you figure out the main purpose.

7 3

8 Directions: 1) Read Self-Driving Cars. 2) Complete the Author’s Main Purpose Chart. 3)Answer the comprehension questions.

Author’s Main Purpose Chart What is the topic of the text?

What does the author tell about the topic?

Hint: Think about the key details.

What is the author’s purpose for writing this text? Hint: Use the details from the text to figure out the main purpose.

1. Carefully read the “Do You Know?” fact box. Based on the facts in this box, what is one reason that people make mistakes when driving? Ⓐ People hit something on the road. Ⓑ People don’t follow the rules on the road. Ⓒ People are distracted by their cell phone. Ⓓ People change speed too quickly.

2. Carefully read the graph titled “The Future of Self-Driving Cars.” Based on the information in the graph, what change should we expect to see? Ⓐ The number of people using self-driving cars is going up. Ⓑ There will be self-driving cars on the road. Ⓒ The number of people using self-driving cars is going down. Ⓓ Self-driving cars cost a lot more money than regular cars. 9 Thursday: Make a Plan for Writing

10 11 Thursday Directions: 1) Reread Working Under Pressure and Self-Driving Cars. As you read, underline any facts from the article that show how machines help people. 2) Then choose your best 3 - 4 facts and write them on the evidence part of the planning sheet. 3) Finish the planning sheet by writing a main idea sentence that answers the question.

Planning Sheet: How do machines help people? Main Idea:

Evidence:

12 Friday: Write the Informative Paragraph

13 Directions: 1) Read the planning sheet you wrote on Thursday. 2) Write your paragraph based on your planning sheet.

______

14 15 16 17 18

Second Grade English LanguageLearners Academic Packet

Week 7

May 11 -May 15, 2020

Name:

The Can Dance LessonThe 67 Can Dance Paired with Ben’s Big Ideas WrittenWritten and illustratedIllustrated by by Maryn Maryn Roos Roos Lexile®: 530L, 523 words

Right now there are hundreds of people beyond that curtain. There are millions more watching by television. And all of them are waiting for me to sing. I’ve always dreamed of being on TV. But how did I get here? Well, it all started when... I was teaching my pet duck, Stumpy, to dance. We were listening to the latest Kayzha album. In the CD booklet, Kayzha wrote about her charity work. She included a list of ways to volunteer and help people. I decided I wanted to make a difference. One idea was to collect canned foods and donate the cans to a local food bank. The food is used to help feed people who don’t have enough to eat. My dad helped me pick out cans from our kitchen. Stumpy wanted to share his canned worms. Don’t worry! Those stayed on our shelf. I couldn’t feed many people by myself. So, I decided to organize a food drive. I made a list of everyone who volunteered to help. I divided us into four teams: the Red, Blue, Yellow, and Plaid Teams. We would compete to see who could collect the most cans. The losing teams would treat the winning team to a barbeque. I assigned each team a different section of town. They would knock on doors and ask people to donate cans of food. Everyone found ways to get people’s attention. My cousins decorated their cart. It looked like a giant can-eating monster. My friends Matt and Casey sang funny songs. I took Stumpy with me. And we sang and danced. One house on my list was having a big party. Everyone came out to watch me and Stumpy perform. They filled my wagon with cans. Then one of the women introduced herself.

“I work in the city on the Johnny Holliday Show,” she said. “Would you and Stumpy like to do your act on TV?” How could I say no? Stumpy’s quack sounded like a happy “Yes!” He loves the spotlight. Stumpy, my dad, and I went to the city. We toured the television studio. I saw the cameras and the sets. I got to meet the other guests for that night’s show. And guess what? Would you believe Kayzha was going to be on the show too? I almost fainted. I was nervous to be on TV. But then Stumpy tried to eat Johnny Holliday’s coat buttons, and that made me laugh. Mr. Holliday told jokes and asked about my can drive. He offered to double the amount of cans I already had. My team would win for sure! And now here I am on a national television show. I am singing and dancing with my pet duck in front of millions. Kayzha is even singing with us! It is a dream come true—at least for me. I think Stumpy dreams of fat, juicy bugs. It all started with a few cans from the cupboard. It ended with thousands of pounds of food collected to help fight hunger. It is amazing how small beginnings can lead to great things—things even more amazing than a dancing duck.

The Can Dance LessonThe 67 Can Dance Paired with Ben’s Big Ideas WrittenWritten and illustratedIllustrated by by Maryn Maryn Roos Roos Lexile®: 530L, 523 words

ACCURACY: # of reading errors: ______(Indep. = 0–10, Instr. = 11–26, Frust. = 27+) SPEED: To calculate: 31380 ÷ ______(Reading time in seconds) = ______W The Can Dance Copyright © Imagine Learning, Inc. Page 2 of 2 The Can Dance (simple) Copyright © Imagine Learning, Inc. Reading Lessons: Leveled Books Name:

The Can Dance Lesson 67 Paired with Ben’s Big Ideas

Discover Story Vocabulary charity work, donation, volunteer Glossary Words donate, assigned, introduced

Question Type Question

Character Which of the following phrases best describes the main character?

a. She helped others. b. She was a famous TV host. c. She sold cans.

Solution The girl had a problem. She couldn’t feed all the people who needed food by herself. How did she solve her problem?

a. She got her dad to pick out cans from the kitchen. b. She got other people to help collect cans of food. c. She got Kazhya to ask people for cans on the radio.

Inferential Read this sentence from the story: “One idea was to collect canned foods and donate the cans to a local food bank.” A food bank is a place where ______.

a. hungry people can go to get food b. poor people get money c. kids put money into a special account

Student Name Goes Here

Think about the story The Can Dance. Write about the main character. Describe her to someone else. Use examples and details to support what you say about her. OR Does this story make you think about something in your own life? Does it make you think of something you’ve read or seen? Write about it.

talented leader caring funny hardworking friendly creative different popular

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Second Grade Recommended Pacing

Day Skill Page

Solving One-Step Word Problems Monday 1-2 with Money

Tuesday Solve One-Step Word Problems 3-4

Wednesday Two-Step Problems Using Cents 5-7

Two-Step Word Problems Thursday 8-9 Using Dollars or Cents

Problem Solving - Money Friday Yard Sale Sales 10-11 (Choose 1 of the 2 Activities)

If your student needs assistance with any of the content presented in these lessons, please contact their teacher. All Orange County Public School teachers are committed to supporting our students throughout this distance learning experience. Thank you for all that you do to maintain a strong School/Home connection!

Name: ______CRM Alignment Unit 4.3 Day 8 Solving One-Step Word Problems with Money Directions: Read the word problem, fill in the blanks, and record your solution.

Calculating April’s Change

April went to the store and Show your work. gave the cashier six dimes to pay for her apples. If the total was 39¢, how much change should she receive? 1. six dimes = ______¢ 2. ______¢ - 39¢ = ______¢ 3. April received ______¢ back.

Kiana’s Purchase

Kiana purchased two items Show your work. that each cost $12.00. She wanted to pay only using a twenty dollar bill to purchase the items. Can she buy the items? 1. twenty dollar bill = $______2. $______+ $______= $______3. Kiana 1 Name: ______CRM Alignment Unit 4.3 Day 8 Solving One-Step Word Problems with Money Directions: Read the word problem and record your solutions.

Jerry’s New Toy

Jerry was saving money to try Show your work. and buy a new toy for $98. He currently has $56 saved. How much more money does he need to save?

Jerry needs to save $______to buy his new toy.

Damari’s Change

Damari wanted to share the Show your work. 90¢ that he found at the park with his brother equally. How much money would each brother get?

Each brother would get ____¢.

2 Name: ______CRM Alignment Unit 4.3 Day 9 Solve One-Step Word Problems Directions: Using the models, solve the given situation and write or choose a word problem.

Create and Solve

Choose and Solve

Circle the word problem matches the model. Then solve the word problem you choose. A. Henry has 68¢ in his pocket. He wanted to share it evenly with his friend. How much money will each friend get? B. Henry has 68¢ in his pocket. He spent some money. He now has 42¢. How much money did he spend?

Show your work.

3 Name: ______CRM Alignment Unit 4.3 Days 8 & 9 Solve One-Step Word Problems Directions: Read the word problem and record your solutions.

At the Playground

Leann went to the playground Show your work. with 46¢. She found 23¢. How much money does Leann have now?

Leann now has _____¢.

Courtney's Change

Courtney went to the store Show your work. and bought a couple items. One item was $28 and the other was $17. How much did Courtney spend at the store?

Courtney spent $ _____.

4 Name: ______CRM Alignment Unit 4.3 Day 10 Two-Step Word Problems Using Cents Directions: Read the word problem and use the chart below and record your solutions.

At the Bakery

Kellen received 8¢ as change from his purchase of a cupcake and a slice of pie. He gave the cashier 75¢. How much did the slice of pie cost?

Step 1 Step 2

The slice of pie cost _____¢.

5 Name: ______CRM Alignment Unit 4.3 Day 10 Two-Step Word Problems Using Cents Directions: Read the word problem and use the chart below and record your solutions.

At the Bakery

A customer purchased a pastry and a donut. They gave the cashier a one dollar bill. How much change did the customer receive?

Step 1 Step 2

The customer received _____¢ in change.

6 Name: ______CRM Alignment Unit 4.3 Day 10 Two-Step Word Problems Using Cents Directions: Read the word problem and use the chart below and record your solutions.

At the Bakery

Polly has the money presented below. She wants to buy 3 items from the bakers. What could she buy?

Step 1 My Solution

Polly could have bought

Step 2

7 Name: ______CRM Alignment Unit 4.3 Days 7 & 10 Two-Step Word Problems Using Dollars or Cents Directions: Read the word problem and record your solutions.

Julyssa’s Jeans

Julyssa had the money below in her wallet. She wanted to buy two pairs of jeans. Can she make the purchase? Explain your thinking. Julyssa’s Money

Julyssa’s Money

Show your work.

Julyssa ______make the purchase because 8 Name: ______CRM Alignment Unit 4.3 Days 7 & 10 Two-Step Word Problems Using Dollars or Cents Directions: Read the word problem and answer each question below.

Gina’s Payment

Gina gave the cashier two quarters and a nickel. Her change was three pennies. How much did Gina spend?

1. How much money did Gina give to the cashier? Gina gave the cashier _____¢. 2. Three pennies equals _____¢. 3. How much did Gina spend? Gina spent _____¢.

Show your work.

9 Name PROBLEM SOLVING Lesson 7.7 Problem Solving • Money

Use play coins and bills to solve. Draw to show what you did. 1. Sara has 2 quarters and 1 nickel. How much money does Sara have? __

2. Brad has 4 dimes and 2 nickels in his bank. How much money does Brad have in his bank? __

3. Mr. Morgan gives 1 quarter, 3 nickels, and 4 pennies to the clerk. How much money does Mr. Morgan give the clerk? __ © Houghton Mifflin Harcourt Publishing Company

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Second Grade Science Academic Packet

Student Name ______School ______

Week 7 May 11-May 15, 2020

Second Grade Recommended Pacing

Day Skill Page

Big Idea 13: Forces and Changes in Motion Monday 1 Effects of Air on Motion

Big Idea 13: Forces and Changes in Motion

Tuesday 2 Explore/Explain Air

Big Idea 13: Forces and Changes in Motion Wednesday 3, 7 Straw Rockets

Big Idea 13: Forces and Changes in Motion Thursday 4 Design an Air Movement Device

Big Idea 13: Forces and Changes in Motion Friday 5-7 Paper Helicopters

*If your student needs assistance with any of the content presented in these lessons, please contact their teacher. All Orange County Public School teachers are committed to supporting our students throughout this distance learning experience. Thank you for all that you do to maintain a strong School/Home connection!

Monday Day 1 Hook:

What do you know about air?

Engage Effects of Air on Motion: Find things around your house that you can drop without breaking. Try to find things of different sizes and shapes, but be sure not to drop anything that will damage a surface or hurt anyone at your home. Drop each object and record your observations of how the object moved as it fell through the air. Describe how your objects fell to the ground. Examples: fast, slow, straight, side-to-side, etc. Object Describe How Your Objects Fell to the Ground

A flat piece of paper

A crumpled piece of paper

Exit Slip: Which object reached the ground first?

What caused all of the objects that you dropped to fall to the ground?

1 Tuesday Day 2 Hook:

Does air take up space?

How do you know?

Explore Adding Air: Blow air into an empty plastic bottle, juice box, or paper bag. What do you notice? Record your observations.

When I blew into the Before After I noticed:

______

Explain Air: Solids, liquids, and gases all take up space. Air is a gas so it takes up space.

If you blow into a paper bag, the bag will change shape and size.

Why did the bag spread out as you blew air into it? The air you blew into the bag is taking up space.

Solids have a definite shape. Liquids and gases take the shape of their containers.

Exit Slip: Why does a beach ball become bigger when we blow it up?

2 Wednesday Day 3

Look at the picture of the girl using Hook: the straw rocket. What do you notice?

How is air being used?

Explore Straw Rockets: Today we are going to explore applying a pushing force using moving air. With an adult, complete the activity below. We challenge you to design and build a straw rocket that can launch the farthest possible distance. Please use only the supplies listed and the force provided by your breath launching it from the straw.

Materials - if you are missing a supply just substitute something you have at your house. For example: a straw could be made out of rolled up paper. Straws (any size) Aluminum Foil Paper (any type unlimited) Glue (any type unlimited) Tape (any type unlimited) There is a template on the resource page, which is page 7 of this packet, that gives you a method for making straw rockets.

Think about your straw rocket design. Ask: What things could you change on a straw rocket that might make a difference in its flight? Brainstorm all of the things that might be varied (changed).

Plan: Think about these questions as you begin this activity. How will you build your Rocket? What materials will you use? How will you put your rocket together? Will your rocket have fins? How long or short will your rocket be? There is a template included on page 7 that gives you a method for making straw rockets.

Build and Test: Build your straw rocket by following the directions. Test the rocket to see how far it travels. Record your data in the table below.

Redesign: Now redesign your straw rocket. Think about these questions as you make changes. How well did your rocket work? What changes could you make to improve your rocket so that it will fly further. Now make the changes to your rocket and test the rocket to see how the changes affected the rocket’s motion. Model Trial 1 Distance Traveled Trial 2 Distance Traveled Trial 3 Distance Traveled

Template

Redesign Exit Slip: Describe how you used air to move your rocket.

Did the amount of air used affect the flight of your rocket?

3 Thursday Day 4 Hook: What is motion?

We know air takes up space.... but can air cause motion? How do you know?

Explore Design an Air Movement Device: Your mission is to use items around your home (paper, balloon, straw, toilet paper roll, etc...) to build an air moving device. You will then try to move an object of your choice (small sphere, rolled up piece of paper, etc...) from one side of a room to the other with your device. Can you move it faster? Can you change its direction?

Draw your air moving device.

Exit Slip: How did you change the motion of your object?

4 Friday Day 5 Hook:

Observe the paper helicopter?

What do you wonder?

Explore Paper Helicopters: Today you will design and build a paper helicopter. The goal is keep your helicopter in the air for as long as you can. Have an adult help you with this activity. There is a template and directions included on page 7 to get you started.

Think about your helicopter design. Make a Plan: Think about how you will build your helicopter. Think about how long your blades will be, and what type of paper you should use.

Draw your design.

Build: Now it is time to build your helicopter. Once it is finished, drop your helicopter 3 times from the same height and observe what happens.

5 Redesign: Now redesign your paper helicopter. Think about these questions as you make changes. How well did your helicopter work? What changes will you make to improve your paper helicopter so that it will stay in the air longer.

Draw your new design.

Build: Now make the changes to your helicopter and drop it 3 more times. Observe what happens as your helicopter is dropped.

Exit Slip: What caused your helicopter to stay in the air?

What changes did you observe when you redesigned your helicopter?

6 Engineering Design Resource Page Day 5 Paper Helicopter: Template for a paper helicopter. Cut on the solid lines and fold on the dotted lines. There is a picture of a paper helicopter on the Day 5 page. When folding, section A should fold forward and section B should fold backward to make blades. Sections C and D will fold toward each other.

Day 3 Straw Rocket: 1. Cut out and shape the rocket body. Cut out the rectangle. This will be the body tube of the rocket. Wrap the rectangle around a pencil length-wise and tape the rectangle so that it forms a tube. 2. Cut out and attach the fins. Cut out the two fin units. Align the bottom of the rectangle that extends between the fins with the end of the rocket body, and tape the fin to the body tube. Do the same thing for the other fin on the opposite side, making a “fin sandwich.”3. Bend the fins. Bend the fins on each fin unit 90 degrees so that they are each at a right angle to each other. When you look along the back of the rocket, the fins should form a “+” mark. 4. Make and measure the nose cone. Twist the top of the body tube into a nose cone around the sharpened end of your pencil. Measure your nose cone from its base to its tip and record the length on the data log and on the rocket itself. 5. Prepare to launch! Remove the pencil and replace it with a soda straw. Be sure your launch area is clear of people and hazards. Then, blow into the straw to launch your rocket! Record the distance the rocket travels on your data log.

7 This page is intentionally left blank so that students can cut out the resources on the previous page.

Second Grade SS Academic Packet

Student Name ______School ______

Week 7 May 11-May 15, 2020 Please follow your teacher's instruction on use and return of packets. Por favor siga las instrucciones de su maestro sobre el uso y la devolución de los paquetes. Tanpri swiv enstriksyon pwofesè w sou jan pou w itilize ak retounen pakè yo. Por favor, siga as instruções do professor sobre o uso e o retorno dos pacotes

OCPS Distance Learning Packet Grade 2 Social Studies “Economics”

Standard SS.2.E.1.2 Recognize that people supply goods and services based on consumer demands.

Task Instructions

● Preview vocabulary (Goods, Services). Preview Text ● Preview the text, Goods and Services. ● Read the text, Goods and Services. Read the Text ● Annotate (mark the text) as you read to make meaning of the text. ● Respond to the question.

● Observe the photographs in the text. Photo ● List on your paper, what do you see? (Evidence) Analysis ● List on your paper any questions you may still have. (Questions)

Standard SS.2.E.1.2 Recognize that people supply goods and services based on consumer demands.

Vocabulary Goods Goods are things that are produced.

Services Services are things that people do for others in exchange for money.

Consumer A person who purchases goods and services for personal use.

Consumer A demand is when a consumer wants to buy a good or service. Demands

Source: Sunny.Money.com

Observe the photographs.

➢ What do you see?

➢ What questions do you still have?

According to the text, what is an example of a good and service bought by consumers?

3 Elementary Visual & Performing Arts Packet

Week 7 May 11 - May 15, 2020

Visual Art Folk Art What is Folk Art? Folk art is a type of art that is inspired by the tradition of a community and/or culture. Folk artist often did not attend art classes and are self– taught. Folk art includes painting, pottery, sculpture, cloth and are made from found materials. Folk artists often use line, pattern, and bright colorin their work.

In the works above, which is your favorite? Why? What Elements of Art do you see in the works? Line, shape, color, value, texture, form, and space. How did the artist use the elements to make the work more interesting? Create Your Own Folk Art Inspired Animal Portrait

In the frame below, draw your favorite animal in the Folk Art style. Be sure to include a variety of shapes, pattern, and bright color. Use colored pencils, crayons, markers, or paint to complete your work. Be sure to use good craftsmanship.

Music

Theatre Name: ______Teacher: ______

Directions: A tableaux is a frozen picture. Look at the tableaux of each student below. Cut and paste each picture into the box next to their story.

The student was scared of the bug flying by.

The student was excited about making straight A’s.

Theatre Page 1

The student tried to make a sick friend laugh.

The student was mad when recess ended.

Cut out each tableau below:

Theatre Page 2

Dance Name: ______Teacher: ______Directions: Cut out locomotor movements at the bottom of this page. Place them in the empty boxes to make a short dance.

Perform your dance created above for a friend! Rearrange the movements to make a new dance! When you feel the dance is perfect, glue down the movements! CUT OUT THESE LOCOMOTOR MOVEMENTS BELOW:

RUN

Student name: SECOND GRADE ______Classroom teacher name: PHYSICAL EDUCATION ______I N

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