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Department of Teaching and Learning

2110 Washington Boulevard Arlington, Virginia 22204

April 13, 2020 Dear Grade 2 Parent/Guardian, The following Continuous Learning Plan was prepared to help address the academic and social emotional needs of your child for April 14-30. An additional Continuous Learning Plan for the month of May will be available in the coming weeks. Since students in grades Kindergarten-2nd do not have APS issued 1:1 devices, the prepared plan is paper-based. In the attached paper-based packet, you will find an April calendar that provides daily literacy and numeracy instructional activities that begin on April 14. Each day’s activities are intended to last no longer than 45 minutes. Behind the April calendar, in sequential order, you will find the following:

• An English Language Arts cover sheet with detailed directions and information about the instructional materials included for literacy,

• Literacy activities and materials that align to each date on the April calendar, • A Mathematics cover sheet with detailed directions and information about the instructional materials

included for mathematics, • Mathematics activities and materials that align to each date on the April calendar, and • Social Emotional Learning weekly schedule and lessons.

We appreciate your patience and understanding as we continue to plan and provide learning opportunities for our students. If you have any questions about how to use the material included in this packet, please reach out to your child’s classroom teacher(s).

Thank you, Department of Teaching and Learning

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Department of Teaching and Learning

2110 Washington Boulevard Arlington, Virginia 22204

13 de abril de 2020 Estimado padre o tutor legal del estudiante de 2.o grado: El siguiente Plan de Aprendizaje Continuo fue preparado para ayudar a abordar las necesidades académicas de su hijo para las fechas desde el 14 hasta el 30 de abril. Un Plan de Aprendizaje Continuo adicional para el mes de mayo estará disponible en las próximas semanas. Dado que los estudiantes en los grados Kinder hasta el 2.o

no tienen dispositivos emitidos por APS, el plan preparado está basado en papel. En el paquete adjunto basado en papel, encontrará un calendario de abril el cual proporciona actividades de enseñanza diaria y de instrucción de lectura, escritura y de aritmética que comienzan el 14 de abril. Las actividades de cada día están destinadas a durar no más de 45 minutos. Detrás del calendario de abril, en orden secuencial, encontrará lo siguiente:

• Una portada de Artes del Lenguaje Inglés (English Language Arts) con instrucciones detalladas e información sobre los materiales de instrucción incluidos para la alfabetización;

• Actividades de alfabetización y materiales alineados con cada fecha en el calendario de abril; • Una hoja de cobertura de Matemáticas con instrucciones detalladas e información sobre los materiales

de instrucción incluidos para las matemáticas, • Actividades de Matemáticas y materiales alineados con cada fecha en el calendario de abril, y

• Calendario y lecciones semanales de Aprendizaje Social Emocional. Agradecemos su paciencia y comprensión a medida que continuamos planeando y brindando oportunidades de aprendizaje para nuestros estudiantes. Si tiene alguna pregunta sobre cómo usar el material incluido en este paquete, comuníquese con el/los maestros del salón de clase(s) de su hijo.

Gracias, Departamento de Enseñanza y Aprendizaje

(Department of Teaching and Learning)

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Department of Teaching and Learning

2110 Washington Boulevard Arlington, Virginia 22204

2020 оны 04 сарын 13 2- р ангийн Эцэг эх/Асран хамгаалагч танаа, Дараах Тасралтгүй Суралцах Төлөвлөгөөг 4 сарын 14-30-ны хугацаанд танай хүүхдийн хичээлийн болон нийгэм, зан төлөвийн төлөвшилд зориуллаа. 5- р сарын Тасралтгүй Суралцах Төлөвлөгөөг ирэх долоо хоногуудад бэлтгэж хүргэх болно. Цэцэрлэгээс 2-р ангийн сурагчдад APS-с iPad олгоогүй тул төлөвлөгөөг цаасан хэлбэрт бэлтгэв. Хавсаргасан цаасан хичээлийн багцад 4 сарын календарт багтсан бөгөөд үүнд 4 сарын 14-нд эхлэх өдөр тутмын бичгийн болон тооны хичээлтэй холбоотой сэдвүүд багтсан болно. Өдөр тутмын хичээлүүд дээд тал нь 45 минутаас хэтрэхгүй байхаар тооцов. 4 сарын календарын ард дарааллын дагуу дараахийг оруулав:

• Унших бичих хичээлийн материалуудын тухай дэлгэрэнгүй тайлбар, мэдээлэл бүхий Англи Хэлний хичээлийн нүүр хуудас,

• 4 сарын календарын өдөр бүртэй дүйх унших бичгийн ажлууд, бусад материалууд, • Математикийн хичээлийн материалуудын тухай дэлгэрэнгүй тайлбар, мэдээлэл бүхий

Математикийн хичээлийн нүүр хуудас болон • 4- р сарын календарын өдөр бүрт дүйх математикийн ажлууд, бусад материалууд, болон • Нийгэм, зан төлөвийн Төлөвшил долоо хоногийн хуваарь, хичээлүүд.

Сурагчдын суралцах болмжийг хангах үүднээс хичээл төлөвлөх, сургалтаа явуулах бэлтгэл ажлыг хангаж байгаа үед ойлгож, хүлээцтэй хандаж буй та бүхэнд баярлалаа. Энэ багцад буй хичээлийн материалуудыг ашиглахтай холбоотой асуулт байгаа бол хүүхдийнхээ ангийн багшид хандана уу. Баярлалаа! Department of Teaching and Learning

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Arlington Public Schools 2nd Grade Continuous Learning Plan

April 2020

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 4/6

SPRING BREAK 4/7

SPRING BREAK 4/8

SPRING BREAK 4/9

SPRING BREAK 4/10

SPRING BREAK

4/13

GRADE PREP DAY

4/14 Phonemic Awareness

High Frequency Word Choice

Board Activity

Read The 100th Day Project and discuss the text.

Math Workshop

4/15 High Frequency Word Choice

Board Activity

Reread The 100th Day Project and write about the text.

Math Workshop

4/16 Phonemic Awareness

High Frequency Word Choice

Board Activity Read The Gray Wolf and discuss

the text.

Math Workshop

4/17 High Frequency Word Choice

Board Activity Reread The Gray Wolf and write

about the text.

Math Workshop

4/20 Phonemic Awareness

High Frequency Word Choice

Board Activity Reread last week’s two books.

Math Workshop

4/21 High Frequency Word Choice

Board Activity Read Go Away, Sun! Then retell

and discuss the text.

Math Workshop

4/22 Phonemic Awareness

High Frequency Word Choice

Board Activity Reread Go Away, Sun! and write

about the text.

Math Workshop

4/23 High Frequency Word Choice

Board Activity Read Martin Luther King Jr. Then

discuss the text.

Math Workshop

4/24 Phonemic Awareness

High Frequency Word Choice

Board Activity

Reread Martin Luther King Jr. and write about the text.

Math Workshop

4/27 High Frequency Word Choice

Board Activity

Reread the 4 books from the past two weeks.

Math Workshop

4/28 Phonemic Awareness

High Frequency Word Choice

Board Activity

Read Marcus Loses Patches. Then discuss the text.

Math Workshop

4/29 High Frequency Word Choice

Board Activity

Reread Marcus Loses Patches and write about the text.

Math Workshop

4/30 Phonemic Awareness

High Frequency Word Choice

Board Activity

Read Firefighters. Then discuss the text.

Math Workshop

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Plan de Aprendizaje Continuo para 2.o Grado de las Escuelas Públicas de Arlington (APS)

Abril de 2020

LUNES MARTES MIÉRCOLES JUEVES VIERNES

6 de abril

RECESO DE PRIMAVERA

7 de abril

RECESO DE PRIMAVERA

8 de abril

RECESO DE PRIMAVERA

9 de abril

RECESO DE PRIMAVERA

10 de abril RECESO DE PRIMAVERA

13 de abril

DĺA DE PREPARACIÓN DE LAS

CALIFICACIONES

14 de abril

Conciencia Fonémica Palabras de uso frecuente

Actividad de mesa de selección propia

Lee El Proyecto de 100 días

The 100th Day Project y discute el texto.

Taller de Matemáticas

15 de abril

Palabras de uso frecuente Actividad de mesa de

selección propia Relee El Proyecto de 100 días

The 100th Day Project y escribe sobre el texto.

Taller de Matemáticas

16 de abril

Conciencia Fonémica Palabras de uso frecuente

Actividad de mesa de selección propia

Lee El Lobo Gris The Gray

Wolf y discute el texto.

Taller de Matemáticas

17 de abril Palabras de uso frecuente

Actividad de mesa de selección propia

Relee El Lobo Gris The Gray

Wolf y escribe sobre el texto.

Taller de Matemáticas

20 de abril

Conciencia Fonémica

Palabras de uso frecuente Actividad de mesa de

selección propia Relee los últimos dos libros de

la semana pasada.

Taller de Matemáticas

21 de abril Palabras de uso frecuente

Actividad de mesa de selección propia

Lee ¡Vete, Sol! Go Away,

Sun! Luego cuenta la historia y discute el texto.

Taller de Matemáticas

22 de abril

Conciencia Fonémica

Palabras de uso frecuente Actividad de mesa de

selección propia

Relee ¡Vete, Sol! Go Away, Sun! y escribe sobre el texto.

Taller de Matemáticas

23 de abril Palabras de uso frecuente

Actividad de mesa de selección propia

Lee Martin Luther King Jr.

Martin Luther King Jr. Luego discute el texto.

Taller de Matemáticas

24 de abril

Conciencia Fonémica Palabras de uso frecuente

Actividad de mesa de selección propia

Relee Martin Luther King Jr.

y escribe sobre el texto.

Taller de Matemáticas 27 de abril

Palabras de uso frecuente Actividad de mesa de

selección propia

Relee los 4 libros de las últimas dos semanas.

Taller de Matemáticas

28 de abril

Conciencia Fonémica Palabras de uso frecuente

Actividad de mesa de selección propia

Lee Marcus pierde a Patches Marcus Loses

Patches. Discute el texto.

Taller de Matemáticas

29 de abril

Palabras de uso frecuente Actividad de mesa de

selección propia

Relee Marcus pierde a Patches - Marcus Loses

Patches y escribe sobre el texto.

Taller de Matemáticas

30 de abril

Conciencia Fonémica Palabras de uso frecuente

Actividad de mesa de selección propia

Lee Los Bomberos

Firefighters Luego discute el texto.

Taller de Matemáticas

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Arlington Public Schools 2- р Ангийн Тасралтгүй Суралцах Төлөвлөгөө

2020 оны 04 сар

ДАВАА МЯГМАР ЛХАГВА ПҮРЭВ БААСАН

4/6

ХАВРЫН АМРАЛТ

4/7

ХАВРЫН АМРАЛТ

4/8

ХАВРЫН АМРАЛТ

4/9

ХАВРЫН АМРАЛТ

4/10

ХАВРЫН АМРАЛТ 4/13

ДҮН БЭЛТГЭХ ӨДӨР

4/14 Авиазүйн Ойлголт

Байнга Ашигладаг Үгс Сонгох Самбарын

Ажлууд The 100th Day Project -г уншиж, сэдвийг

ярилц

Математикийн ажил

4/15 Байнга Ашигладаг Үгс Сонгох

Самбарын Ажлууд The 100th Day Project- г дахин

уншиж, үүний тухай бич.

Математикийн ажил

4/16 Авиазүйн Ойлголт

Байнга Ашигладаг Үгс Сонгох

Самбарын Ажлууд

The Gray Wolf -г уншиж, сэдвийг ярилц

Математикийн ажил

4/17 Байнга Ашигладаг Үгс Сонгох

Самбарын Ажлууд

The Gray Wolf -г дахин уншиж, үүний тухай бич.

Математикийн ажил

4/20 Авиазүйн Ойлголт

Байнга Ашигладаг Үгс Сонгох

Самбарын Ажлууд

Өнгөрсөн долоо хоногийн хоёр номыг дахиж унш.

Математикийн ажил

4/21 Байнга Ашигладаг Үгс Сонгох Самбарын

Ажлууд

Go Away, Sun! -г унших Дараа нь уншсанаа ярьж ,бичвэрийн тухай дахин

ярилц.

Математикийн ажил

4/22 Авиазүйн Ойлголт

Байнга Ашигладаг Үгс Сонгох

Самбарын Ажлууд Go Away, Sun! -г дахин уншиж,

үүний тухай бич.

Математикийн ажил

4/23 Байнга Ашигладаг Үгс Сонгох

Самбарын Ажлууд

Martin Luther King Jr.- г уншиж, дараа нь бичвэрийн тухай ярилц.

Математикийн ажил

4/24 Авиазүйн Ойлголт

Байнга Ашигладаг Үгс Сонгох

Самбарын Ажлууд

Martin Luther King Jr.-г дахин уншиж, сэдвийн тухай бичих.

Математикийн ажил

4/27 Байнга Ашигладаг Үгс Сонгох

Самбарын Ажлууд

Өнгөрсөн хоёр долоо хоногийн дөрвөн номуудыг дахиж унш.

Математикийн ажил

4/28 Авиазүйн Ойлголт

Байнга Ашигладаг Үгс Сонгох Самбарын

Ажлууд

Marcus Loses Patches -г унших. Бичвэрийг ярилц.

Математикийн ажил

4/29 Байнга Ашигладаг Үгс Сонгох

Самбарын Ажлууд

Marcus Loses Patches-г дахин уншиж, үүний тухай бич.

Математикийн ажил

4/30 Авиазүйн Ойлголт

Байнга Ашигладаг Үгс Сонгох

Самбарын Ажлууд

Firefighters -г уншиж, дараа нь сэдвээр ярилцах.

Математикийн ажил

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ENGLISH LANGUAGE ARTS MATERIALS The following materials have been created to support English Language Arts instruction for the month of April. Each document aligns with one activity included on the April calendar. Please take note of the following:

• Each day includes a phonemic awareness activity. April dates are noted at the top of each phonemic awareness activity.

• Each week includes two to three nursery rhyme activities. April dates are noted at the top of each

nursery rhyme.

• Each week includes one fiction book. Each fiction book is associated with one discussion and one writing activity. April dates are noted at the top of each fiction reading and writing activity.

• Each week includes one nonfiction book. Each nonfiction book is associated with one discussion and

one writing activity. April dates are noted at the top of each nonfiction reading and writing activity.

• ONE High Frequency Word Choice Board Activity sheet is included in the packet. Please use this choice board to choose one activity each time the calendar states, “High Frequency Word Choice Board Activity.”

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MATERIALES DE ARTES DEL LENGUAJE Los siguientes materiales han sido creados para apoyar la instrucción de Artes del lenguaje inglés (English Language Arts) para el mes de abril. Cada documento se alinea con una actividad incluida en el calendario de abril. Tenga en cuenta lo siguiente:

• Cada día incluye una actividad de concienciación fonémica. Las fechas de abril se indican en la parte superior de cada actividad de concienciación fonémica.

• Cada semana incluye de dos a tres actividades de rima infantil. Las fechas de abril se indican en la parte

superior de cada rima infantil.

• Cada semana incluye un libro de ficción. Cada libro de ficción está asociado con una discusión y una actividad de escritura. Las fechas de abril se indican en la parte superior de cada actividad de lectura y escritura de ficción.

• Cada semana incluye un libro de no ficción. Cada libro de no ficción está asociado con una discusión y

una actividad de escritura. Las fechas de abril se indican en la parte superior de cada actividad de lectura y escritura de no ficción.

• UNA hoja de Palabras de uso frecuente. Actividad de mesa de elección propia, se incluye en el

paquete. Por favor utilice esta hoja para elegir una actividad cada vez que el calendario indique: “Palabras de uso frecuente. Actividad de mesa de selección propia”.

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АНГЛИ ХЭЛНИЙ ХИЧЭЭЛИЙН МАТЕРИАЛУУД 4 - р сарын Англи хэлний хичээлийн сургалтад зориулж дараах материалыг бэлдлээ. Материал тус бүр нь 4- р сарын календарт багтсан нэг үйл ажиллагаатай харгалзана. Дараахийг анхаарна уу:

• Авиазүйн ойлголт үйл ажиллагааг өдөр бүр багтаав. Авиазүйн ойлголт үйл ажиллагааны дээд талд 4 - р сарын өдрүүдийг тэмдэглэсэн.

• Долоо хоног бүрт байнгын ашиглагддаг төст дуудлагатай үгсийн давтлага 2-3 багтана. Төст

дуудлагат үгсийн давтах ажлуудын дээд талд 4 - р сарын өдрүүдийг тэмдэглэсэн.

• Долоо хоног бүрт нэг уран зохиолын ном багтана. Ном тус бүр харилцан ярилцах нэг сэдэв болон бичгийн нэг ажилтай холбогдоно. Унших, бичгийн ажлуудын дээд талд 4 - р сарын өдрүүдийг тэмдэглэсэн.

• Долоо хоног бүрт нэг баримтат ном багтана. Ном тус бүр харилцан ярилцах нэг сэдэв болон

бичгийн нэг ажилтай холбогдоно. Баримтат ном унших, бичгийн ажлуудын дээд талд 4 - р сарын өдрүүдийг тэмдэглэсэн.

• Байнгын Давтамжтай Ашиглагддаг Үгс Сонгох ажлын НЭГ хуудсыг мөн багтаав. Календарын

“Байнгын ”Байнгын Давтамжтай Ашиглагддаг Үгс Сонгох Ажил” гэсэн хэсэг бүрт энэ сонголтын жагсаалтаас нэг ажил сонгож гүйцэтгэнэ.

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April 14th Phonemic Awareness Segment and Blend: Phoneme Split & Say Materials: Picture cards & Elkonin boxes below, counters (beans, pennies, buttons, etc.)

1. Student A looks at the picture and says it’s name. 2. Student A says the word again, pausing between sounds while slowly moving a counter in each box

(e.g., “/f/ /i/ /sh/”). 3. Student B repeats the sounds while touching each counter, then blends the word while saying it quickly

and sliding a finger under all the counters (e.g., “/f/ /i/ /sh/, fish”). Continue until all cards are completed.

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Second Grade High Frequency Word

Choice Board

Using the words on the bottom of the page, have students complete one high frequency word activity each time they practice their high frequency words.

MEMORY Choose 15 words from the list. Make a memory game on cards. Face the cards

down and turn over two at a time. If they match, keep them. If they don’t, turn them

over and try again!

READ YOUR WORDS Read 20 words from the list:

1. Loud like a monster. 2. Scary like a witch. 3. Squeaky like a mouse. 4. Whisper like a secret. 5. Invent your own.

HOMOPHONE ART Choose 3 homophone pairs

(ate/eight, sea/see, etc.) and draw pictures to illustrate each word’s meaning. Then the student says a

sentence that goes with each homophone.

GO FISH Choose 15 words from the list and write

each word on two cards to create a Go Fish game. Deal 5 cards to players. Players take turns asking for a match of their cards. If

there is no match, the player draws from the pile of extra words. Continue until all words

are matched.

SAY AND SPELL Choose 10 words from the list. Have an

adult or a partner read a word to the student while the student writes it down. Student then spells the word orally while the adult checks it. Repeat until all words

are used.

WORD HUNT Choose 10 words from the list. Look through books you have at home. What words can you find? Make a

list of all the words you find. Add to it each time you choose this

activity!

CUT & BUILD Choose 10 words from the list. Write them each on an index card. Student reads the word out loud. Student cuts a word apart,

mixes up letters, and builds it again.

TRICKY SENTENCE Choose 10 words from the list. Write them

each on an index card. Turn them face down. Student picks two words and writes

one sentence that uses both words.

SIDEWALK CHALK Choose 10 words. With parent

permission, go outside and write the words in sidewalk chalk. *If you

don’t have chalk you could use water on the sidewalk.

Second Grade High Frequency Words:

about ate bare bear could eight eye first friend

girl hear here I maybe said school sea see

their there they they’re to too two very was

went what when where with your you’re answer better

different does enough follow goes happen people probably question

slowly special suddenly terrible through trouble again against before

begin being either excited favorite great old ready really

several themselves together usually while anyone beautiful cousin everybody

everything nobody outside sometimes somewhere understand

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April 14th “The 100th Day Project” Discussion Questions Directions: Have a book discussion using the questions below. Sentence frames are provided for each question and are intended to help those students who may need more structure and language support.

Question Sentence Frame

I can tell this book is fiction because _________________.

Fiction stories are…

Fiction stories have…

I think/I don’t think Leticia was proud because ________________________.

I can tell because...

I would make ________ for a 100th day project because...

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April 15th “The 100th Day Project” Writing Activity

Directions: 1. Reread “The 100th Day Project.” 2. Look back through the pages and retell the story in your own words. 3. Write about what happened in the beginning, middle, and end of the

story. 4. Use the sentence frames below for writing and language support, if

needed.

In the beginning, Leticia _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

In the middle of the story _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

At the end, _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

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April 16th Phonemic Awareness Rhyme Production: Give Me Five

1. Adult says “Give me five 5 words that rhyme with ____.” Adult say target word. 2. Student responds with five words that rhyme.

Example: Adult: “Give me 5 words that rhyme with bran?” Student: “man, plan, dan, tan, can, ran, fan.” Adult: Accepts real and nonsense words. Words below are common examples.

Adult Student

Give me 5 words that rhyme with butter. flutter, shutter, mutter, gutter, putter

Give me 5 words that rhyme with wag. brag, flag, stag, nag, rag, tag, wag

Give me 5 words that rhyme with sing. wing, sting, fling, bring, king, ding

Give me 5 words that rhyme with shopping. mopping, flopping, stopping, cropping, topping, dropping

Give me 5 words that rhyme with sneak. leak, peek, seek, weak, teak, beak

Blending Syllables

1. Adult says the syllables. 2. Student repeats the syllables and blends them together to say the whole word. 3. Student counts the number of syllables in each word and says the number out loud. 4. Talk about the meanings of any unknown words.

Example: Adult: “in - sect” Student: “in-sect, insect, 2”

Adult Student

po-ta-to Potato, 3

but-ter-fly Butterfly, 3

trans-por-ta-tion Transportation, 4

im-por-tant Important, 3

dis-co-ver Discover, 3

in-vis-i-ble Invisible, 4

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April 16th “The Gray Wolf” Discussion Questions

Directions: Have a book discussion using the questions below. Sentence frames are provided for each question and are intended to help those students who may need more structure and language support.

Question Sentence Frame

Male and female gray wolves are the same because _____________. Male and female gray wolves are different because _____________. I know this because...

Gray wolves have lost much of their land where they live because __________. I know this because...

I think in the years ahead the number of gray wolves will _______________ because…

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April 17th “The Gray Wolf” Writing Activity

Directions:

1. Reread the section called Wolf Territory on page 13 in “The Gray Wolf.” 2. What is the main idea of this section and the important details? 3. Fill out the main idea web below:

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April 20th Phonemic Awareness Segment and Blend: Phoneme Split & Say Materials: Picture cards & Elkonin boxes below, counters (beans, pennies, buttons, etc.)

1. Student A looks at the picture and says its name. 2. Student A says the word again, pausing between sounds while slowly moving a counter in each box

(e.g., “/f/ /i/ /sh/”). 3. Student B repeats the sounds while touching each counter, then blends the word while saying it quickly

and sliding a finger under all the counters (e.g., “/f/ /i/ /sh/, fish”). Continue until all cards are completed.

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April 21st “Go Away, Sun” Discussion Questions

Directions: Have a book discussion using the questions below. Sentence frames are provided for each question and are intended to help those students who may need more structure and language support.

Question Sentence Frame

In the beginning the animals feel ______ .

At the end they feel ______ because...

The sequence (order) shows how _________ .

If I were an animal, I would tell the Sun _______ .

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April 22nd Phonemic Awareness Blending Phonemes (Sounds)

1. Adult says each individual phoneme (sound). The whole word is there for the adult’s reference. Adults do not say the whole word.

2. Student repeats the phonemes (sounds) then says the whole word. Example: Adult: “(flow) fl-o” Student: “fl-o, flow”

Adult Student

(she) sh-e sh-e, she

(slow) sl-o sl-o, slow

(shower)sh-ow-er sh-ow-er, shower

(train) tr-a-n tr-a-n, train

(tiger) t-i-g-er t-i-g-er, tiger

(snake) s-n-a-k s-n-a-k, snake

Segmenting Phonemes (Sounds) 1. Adult says the word. 2. Student repeats the word and then chops it into individual phonemes (sounds).

Example: Adult: “got” Student: “got, g-o-t”

Adult Student

drum drum, dr-u-m

happy happy, h-a-p-e

cloud cloud, cl-ow-d

baby baby, b-a-b-e

whistle whistle, w-i-s-l

puppet puppet, p-u-p-e-t

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April 22nd “Go Away, Sun!” Writing Activity

Directions: 1. Reread “Go Away, Sun!” 2. What is the main idea of this story? How do you know? 3. Write about the main idea of this story.

I think the main idea of “Go Away, Sun!” is __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ . I think this because __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ .

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April 23rd “Martin Luther King Jr.” Discussion Questions Directions: Have a book discussion using the questions below. Sentence frames are provided for each question and are intended to help those students who may need more structure and language support.

Question Sentence Frame

The main idea of this book is _____________. I know this because...

Life was different for African Americans before Martin Luther King’s work to change unfair laws by...

I know this because...

This book is a biography because it tells me _____ , _____ and ______ about Martin Luther King.

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April 24th Phonemic Awareness Segment and Blend: Break & Make Game Materials: Picture cards, scissors

1. Cut out picture cards below and place cards face down in a stack. Taking turns, Student A selects the top card from the stack (without revealing the picture), and orally segments the name of the picture into phonemes (e.g., “/s/ /o/ /k/”).

2. Student B blends the sounds back together to identify the object (e.g., “sock”). 3. If correct, Student B keeps the picture. If incorrect, picture card is placed at the bottom of the stack. 4. Repeat until all cards are used.

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April 24th “Martin Luther King Jr.” Writing Activity Directions:

1. Reread the book “Martin Luther King Jr.”

2. Complete the graphic organizer below. First, list the important events from the final chapter, I Have a Dream (pp. 11-15): Who, What, Where, When and Why. Then, use these details to write the summary.

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April 28th Phonemic Awareness Segment and Blend: Break & Make Game Materials: Picture cards, scissors

1. Cut out picture cards below and place cards face down in a stack. 2. Taking turns, Student A selects the top card from the stack (without revealing the picture), and orally

segments the name of the picture into phonemes (e.g., “/s/ /o/ /k/”). 3. Student B blends the sounds back together to identify the object (e.g., “sock”). 4. If correct, Student B keeps the picture. If incorrect, picture card is placed at the bottom of the stack. 5. Repeat until all cards are used.

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April 28th “Marcus Loses Patches” Discussion Questions

Directions: Have a book discussion using the questions below. Sentence frames are provided for each question and are intended to help those students who may need more structure and language support.

Question Sentence Frame

Marcus learns _____________.

I know this because...

Patches got to Grandpa’s house because __________.

I can tell because...

I think next time Marcus will _______________ because...

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April 29th “Marcus Loses Patches” Writing Activity Directions:

1. Reread “Marcus Loses Patches.” 2. Talk with someone about the problem in this story and how the problem is

solved. 3. Write about the problem and solution. 4. Use the sentence frames below for writing and language support, if needed.

__________________ has a problem in this story. The problem is ___________________________________________________________________________________________________________________________________________________________________________________. The problem is solved when ___________________________________________________________________________________________________________________________________________________________________________________.

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April 30th Phonemic Awareness

Counting Phonemes (Sounds) 1. Adult says the word. 2. Student says the word, breaks it into phonemes (sounds) and counts the phonemes (sounds).

Example: Adult: “(go) g-o” Student: “go, g-o, 2”

Adult Student (says sounds, not letters)

fresh Fresh, f-r-e-sh, 4

treat Treat, t-r-e-t

sink Sink, s-i-n-k, 4

plump Plump, p-l-u-m-p, 5

streets Streets, s-t-r-e-t-s, 6

flakes Flakes, f-l-a-k-s, 5

Deleting Phonemes (Sounds)

1. Adult says the word. 2. Student repeats the word. 3. Adult says a sound to be deleted from the beginning of the word. 4. Student says what is left.

Example: Adult: “sat” Student: “at” Adult: “Without /s/ what is left?” Student: “men”

Adult Student Adult Student

crawl crawl /cr/ awl

blinking blinking /bl/ inking

sneaker sneaker /sn/ eaker

chilly chilly /ch/ illy

partner partner /p/ artner

teach teach /t/ each

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April 30th “Firefighters” Discussion Questions Directions: Have a book discussion using the questions below. Sentence frames are provided for each question and are intended to help those students who may need more structure and language support.

Question Sentence Frame

Fires burn because…

A fire can be put out or ended by…

I would like to be a firefighter because_________.

I would not like to be a firefighter because__________.

I think fire trucks are bright red because_________.

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MATHEMATICS WORKSHOP MATERIALS

MATERIALES DEL TALLER DE MATEMÁTICAS

МАТЕМАТИКИЙН ДААЛГАВАР АЖЛУУД

The following materials have been created to support Mathematics instruction for the month of April. Each “Math Workshop” materials and directions are separated by each day, April 14-30. Los siguientes materiales han sido creados para apoyar la instrucción de Matemáticas para el mes de abril. Cada uno de los materiales e instrucciones referentes al “Taller de Matemáticas“ de cada día está separado por día y se encuentra indicado en el calendario, desde el 14 hasta el 30 de abril. Дараах материалуудыг 4-р сарын Матемаикийн хичээлд дэмжлэг үзүүлэх зорилгоор бэлдлээ. “Math Workshop” матерал, зааврууд нь 04 сарын 14-30-ны хамрах бөгөөд өдөр бүрээр ялгаатай байна.

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April 14th Math Workshop

Number Sense Routine: Choose one:

• Count forward by twos from 0 to 50.

• Sylas had 52 Pokémon cards. He gave 16 to Julia. How many Pokémon cards does Silas have now?

Activity: Estimating Sums and Differences Game

Materials: 3 pieces of paper and something to write with

Problems: 34 + 27, 46 - 32 , 72-46

Game:

1. Write the problem down on a piece of paper 2. Each person, on their own piece of paper, estimate what the answer will be, within a minute 3. Go back to the original problem and solve 4. Once the problem is solved see which estimate is closer to the answer 5. The person with the closer estimate wins the round 6. You repeat it with the next problem and play at least three rounds

*Challenge yourself to solve each problem using a different strategy (i.e., number line, drawing, partial sum or difference)

Reflection: What strategy did you use to help you make a better estimate?

__________________________________________________________________________________________________

April 15th Math Workshop Number Sense Routine Choose one:

• Count forward by fives starting at 0 to 120. • Jose had 32 seashells. He gave some to Brielle. Jose has 17 seashells left. How many did he give to Brielle?

Activity: Target 50 or 100 Game: Materials: Playing Cards (no face cards), paper and something to write with. *If you do not have cards you can make digit cards (0-9) out of paper Game:

1. Decide on your target number with your partner- 50 or 100. 2. Round 1: With the playing cards face down, each player draws 2 cards. Then, using the two cards, each player

makes a two-digit number. For example, if your cards are 3 and 4, you could make 34 or 43. Each player records their number on a piece of paper (they can use base-ten drawings or numbers).

3. Round 2: Each person again chooses 2 cards and makes another two-digit number and records this number on their paper. Each player then decides if they want to add or subtract the two numbers, finding their new total.

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4. Play continues for five rounds. Each time you make a new two-digit number, it is a new round. 5. The first player to get closest to the target number after five rounds wins.

Reflection: When playing the game, how did you decide where to place each number rolled? Did you use a specific strategy? __________________________________________________________________________________________________

April 16th Math Workshop Number Sense Routine: Choose one:

• Count forward by tens to 120. • James had some buttons. He gave 15 to Peyton. Now he has 30 buttons. How many buttons did James have to

start with? Activity: Hopping the number line:

Materials: Number line, writing tool and paper. *If you don’t have a number line you can make one. Lesson:

1. Find the 0-100 number line. If you do not have the number line, make one. 2. Tell the student he or she is going to solve the problem 40-23 using a number line. 3. Ask the student where they think he or she will end on the number line after subtracting 18 from 30. 4. Ask the student to solve the question 40-23 using the number line. 5. After they solve the problem and do their hops on the number line ask the student if there is another way to

solve the problem in less hops, focus on the student making hops of 10 or 5 instead of subtracting or hopping one each time.

6. See how many different ways, using different “hops” on the number line, the student can solve the problem using the number line.

Reflection: If you had 31-18 what is the least number of “hops” you can make? -OR- If you had 100-47 what is the least number of “hops” you can make? __________________________________________________________________________________________________

April 17th Math Workshop Number Sense Routine: Choose one:

• Count backward by 10 starting at 120.

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• Naomi had 12 pink flowers and 17 yellow flowers. How many flowers did Naomi have? Activity: Choose one of the following to solve. Solve two ways. Use pictures, numbers, and words:

• There are 36 blueberries in one container and 28 strawberries in another container. How many berries do we have?

• If you have 250 pennies in your piggy bank and you give 120 to your friend, how many pennies do you have

left? Reflection: What is your favorite way to show your work? Why? __________________________________________________________________________________________________

April 20th Math Workshop: Number Sense Routine: Choose one:

• Count forward by twos by 0 to 50.

• Clementine has 45 beads. Thirteen beads are purple, and the rest are orange. How many orange beads does Clementine have?

Activity: 87 - 19 = Write a word problem to go with this equation, then solve. Use pictures, numbers, and words. Reflection: How did you check your work to be sure you are correct? __________________________________________________________________________________________________

April 21st Math Workshop Number Sense Routine: Choose one:

• Count forward by fives starting at 0 to 120. • Jadon has 24 beyblades and Sophia has 13 beyblades. How many more beyblades does Jadon have than Sophia?

Activity: Kira had 48 cents in her pocket. Her big brother gave her 25 cents. Now how much does she have? Reflection: Explain to someone at home how you got your answer. __________________________________________________________________________________________________

April 22nd Math Workshop Number Sense Routine: Choose one:

• Count forward by tens to 120.

• Elena had 11 crackers. Jeremiah had 15 more crackers than Elena. How many crackers did Jeremiah have? Activity: Trip to the Apple Farm: Choose one problem to solve:

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1. 63 second graders are going on a trip to an Apple Farm. 19 parents will also go. How many people are going on

the trip? 2. The Apple Farm is 92 miles from school. They have traveled 58 miles. How many more miles do they have to

go? *Show how you know your answer is correct in two different ways Reflection: What was challenging about this problem? __________________________________________________________________________________________________

April 23rd Math Workshop Number Sense Routine: Choose one:

• Count forward by twos by 0 to100. • Jonah had 29 dimes. Liliana gave him 36 more dimes. How many dimes does Jonah have now?

Activity:

An Equation Challenge!

Using the digits 1 to 9 only once, place a digit in each box to make a true sentence. Use pennies or counters to help if you need to.

Next: Now try it a different way.

Reflection: How sure are you that your answer is correct? How did you check your answer?

__________________________________________________________________________________________________

April 24th Math Workshop Number Sense Routine: Choose one:

• Count backward by 10 starting at 120. • Jackson has 14 more books than Mohamed. Jackson has 48 books! How many books does Mohamed have?

Activity: Game: Four Strikes and You’re Out! Player A thinks of a two-digit addition problem and hides it from Player B. Player B uses the digits 0 to 9 to guess the digits in the problem. Player A writes the digits on the Game Board below as Player A guesses. Game Board (draw this out on a piece of paper)

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Player A crosses out the digits as Player B guesses. 0 1 2 3 4 5 6 7 8 9

If Player B’s guess is incorrect, she or he gets a strike in the Strike Box. Strike Box

Player B tries to fill in all of the digits in the problem before getting four strikes. Reflection: Play this game lots of times. What happens to your strategies the more that you play? __________________________________________________________________________________________________

April 27th Math Workshop

Number Sense Routine: Show the following numbers to your child: 8, 18, 11. What number is 10 more than the number you chose? Activity: The place value model show represents a number. What number is represented by this place value model?

How many ways can you show the number 27 using base ten blocks? Show your work. Reflection: How would you explain the math you did today to a first grader? __________________________________________________________________________________________________

April 28th Workshop Number Sense Routine: Look at the numbers: 8, 11, 18. What number is 100 more than the number you chose? Activity: 51 - 28 = Write a word problem to go with this equation, then solve. Use pictures, numbers, and words. Reflection: Explain to someone at home how you got your answer.

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__________________________________________________________________________________________________

April 29th Workshop Number Sense Routine: Look at the numbers: 8, 11, 18. What are some numbers that make these numbers (8, 18, 11) seem small?” Explain why.

Activity: Arranging 10 Objects

1 Find 10 objects that are small enough to move around such as rocks, coins, or buttons. Group them in different ways.

2 Record at least two of the ways and use words to describe them.

4 + 3 + 2 + 1 = 10

Reflection: What was most challenging about this problem?

__________________________________________________________________________________________________

April 30th Workshop Number Sense Routine: Look at these numbers: 8, 18, 11. Which of these numbers (8, 18, 11) is greater than 5 but smaller than 10. How do you know? Activity: Adding Two-Digits Number Given One Using the digits 1 to 9 only once, place a digit in each box to make a true sentence. Use pennies or counters to help if you need to.

Next: Now try it a different way. Reflection:

How sure are you that your answer is correct? How did you check your answer?

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SOCIAL EMOTIONAL LEARNING MATERIALS

The following materials have been created to support social emotional learning for the month of April. Below you will find a weekly schedule to follow. All supporting documents for each week can be found after this cover sheet.

Week Lesson

April 13-17 “Lesson 1: We Feel Feelings in Our Bodies”

April 20-24 “Lesson 2: Identifying Feelings”

April 27-May 1 “Lesson 3: Managing Frustration”

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Lesson 1: “We Feel Feelings in Our Bodies” (April 13-17)

What Is My Child Learning?

Your child is learning to focus attention on his or her own body to figure out his or her feelings. Your child is also learning that if the feelings are uncomfortable, it helps to talk about them with an adult.

Why Is This Important?

When children realize they are having strong feelings, they can take steps to calm down to keep themselves from getting out of control.

Ask your child: What clues from your body help you figure out that you are feeling worried? Possible answers: Tummy hurts. Heart beats fast. Breathe fast. Feel hot/cold. Legs wobble.

When you are feeling worried, what can you do to help you feel better? Second Step answer: Tell a grown-up about your feelings.

Practice at Home

When you notice your child is starting to have strong feelings, such as worry, anger, sadness, excitement, or disappointment, ask what he or she is feeling in his or her body. For example:

A friend just dropped your child’s favorite toy and it broke. Oh, I see that your favorite toy just broke. Put your hand on your tummy. What is it doing? Wait for your child to respond. Put your hand over your heart. What is it doing? Wait for your child to respond. Listen to your breathing. What is it doing? Wait for your child to respond. Can you name your feeling?

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Lesson 1: “We Feel Feelings in Our Bodies (April 13-17)

¿Qué está aprendiendo mi niño o niña?

Su niño o niña está aprendiendo a enfocar la

atención en su propio cuerpo para saber cuáles

son sus sentimientos. También está aprendiendo

que si los sentimientos son desagradables,

hablar sobre ellos con un adulto puede ayudar.

¿Por qué es esto importante?

Cuando los niños se dan cuenta de que

están teniendo sentimientos fuertes, pueden

seguir pasos para calmarse y evitar perder el

control.

Pregunte a su niño o niña: ¿Qué pistas te da tu cuerpo que te ayudan a saber que estás preocupado(a)?

Respuestas posibles: Me duele el estómago. El corazón late rápido. La respiración es rápida. El cuerpo está

caliente/frío. Las piernas tiemblan.

Cuando te sientes preocupado(a), ¿qué puedes hacer que te ayude a sentirte mejor? Respuesta de Second

Step: Hablar con un adulto sobre esos sentimientos.

Práctica en el hogar

Cuando note que su niño o niña está empezando a tener sentimientos fuertes, como preocupación, enojo, tristeza,

entusiasmo o decepción, pregúntele qué siente en su cuerpo. Por ejemplo:

A un amigo se le acaba de caer el juguete favorito de su niño o niña y se rompió. ¡Oh! Se acaba de romper

tu juguete favorito. Pon las manos sobre tu estómago. ¿Qué hace tu estómago? Espere a que su niño

o niña responda. Pon una mano sobre tu corazón. ¿Qué hace tu corazón? Espere a que su niño o niña

responda. Escucha tú respiración. ¿Cómo es? Espere a que su niño o niña responda. ¿Puedes decir el

nombre de tu sentimiento?

© 2011 Committee for Children Second Step: Habilidades para el éxito social y académico Página 49

Actividad

Ayude a su niño o niña a hacer lo

siguiente:

Elijan “preocupación” o “enojo”

y escríbanlo junto a la silueta del

cuerpo.

Identifiquen en que partes del

cuerpo su niño o niña siente ese

sentimiento.

Coloree esas partes del cuerpo en

la silueta, por ejemplo estómago,

corazón, manos.

Sentimiento:

(NOMBRE DEL NIÑO O NIÑA) (FECHA) (FIRMA DEL ADULTO)

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Lesson 2: “Identifying Feelings” (April 20-24)

What Is My Child Learning?

Your child is learning how to pay attention to

other people’s faces and bodies to figure out

what they are feeling.

Why Is This Important?

Children who can identify feelings tend to

get along better with others and do better in

school than those who can’t.

Ask your child: Can you show me what a surprised face and body look like? (Have your child model

“surprised.” Model back “surprised” for your child.)

Can you show me what a disgusted face and body look like? (Have your child model “disgusted.” Model

back “disgusted” for your child.)

Practice at Home

Name feelings as you, your child, or others are experiencing them. For example:

• I’m feeling very worried. I need to find my coat quickly or else I’m going to be late for work.

• I can see by the way your lips are pressed together and your shoulders are tense that you are feeling frustrated that you can’t get your shoes tied.

• I can tell by Aunt Jane’s big smile that she is very happy you gave that picture to her!

Activity

Have your child identify your feelings.

1. Make an angry face for your child.

• Ask: What am I feeling?

• Have your child draw your angry face and/or

write the word “angry” in the box.

2. Make a surprised face for your child.

• Ask: What am I feeling?

• Have your child draw your surprised face

and/or write the word “surprised” in the

box.

© 2011 Committee for Children Second Step: Skills for Social and Academic Success Page 33

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Lesson 2: “Identifying Feelings” (April 20-24)

¿Qué está aprendiendo mi niño o niña?

Su niño o niña está aprendiendo a prestar

atención a la expresión de la cara y la postura

del cuerpo de las personas para darse cuenta

de cómo se sienten.

¿Por qué es esto importante?

Los niños que son capaces de identificar los

sentimientos tienden a llevarse mejor con

los demás y a obtener mejores resultados

en la escuela que los que no son capaces de

identificarlos.

Pregunte a su niño o niña: ¿Puedes mostrarme el aspecto que tienen la cara y el cuerpo cuando se está

sorprendido? (Pida a su niño o niña que demuestre el sentimiento “sorprendido”. Luego demuestre usted el

mismo sentimiento “sorprendido” para que él o ella lo vea).

¿Puedes mostrarme el aspecto que tienen la cara y el cuerpo cuando te sientes con asco? (Pida a su niño

o niña que demuestre el sentimiento “con asco”. Luego demuestre usted el mismo sentimiento “con asco” para

que él o ella lo vea).

Práctica en el hogar

Nombre sentimientos cuando usted, su niño o niña, u otras personas los estén sintiendo. Por ejemplo:

• Estoy muy preocupado(a). Tengo que encontrar mi abrigo enseguida o llegaré tarde al

trabajo.

• Por la manera en que aprietas los labios y tensas los hombros, puedo saber que te estás sintiendo frustrado(a) porque no puedes amarrarte los zapatos.

• ¡Por la gran sonrisa que veo en la cara de tía Jane, puedo saber que está muy feliz de que le

hayas dado el dibujo!

Actividad

Pida a su niño o niña que identifique sentimientos.

1. Ponga una cara enojada.

• Pregunte a su niño o niña: ¿Qué

estoy sintiendo?

• LÊ uego pídale que dibuje una cara

enojada y/o que escriba la

palabra “enojado” en el

recuadro.

2. Ponga una cara sorprendida.

• Pregunte a su niño o niña: ¿Qué

estoy sintiendo?

• Luego pídale que dibuje una cara

sorprendida y/o que escriba la

palabra “sorprendido” en el

recuadro.

© 2011 Committee for Children Second Step: Habilidades para el éxito social y académico Página 33

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Lesson 3: Managing Frustration (April 27-May 1)

We Feel Feelings in Our Bodies Color in the places where you feel frustrated.

I feel frustrated when _________________________________________________________

___________________________________________________________________________.

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Lesson 3: Managing Frustration (April 27-May 1)

Sentimos sentimientos en nuestros cuerpos Colorea los lugares donde te sientas frustrado/a.

Me siento frustrada/o cuando __________________________________________________ _____________________________________________________________________________

____________________________________________________________________________ .

Cómo Calmarse: 1. BASTA- Usa tu señal. 2. Di qué sientes. 3. Cálmate: respira, cuenta, habla contigo mismo de manera

positiva.