2nd Grade ELA & Math

2nd Grade ELA & Math

Part 1

Vestal HomeLearning Packet

Challenge * Support * Foster * Invest

Directions

• Complete one full lesson of math and one full lesson of English Language Artsper day if possible.

• Please keep in mind that additional paper may be needed for solving some mathproblems and when answering some written response questions in ELA.

• We wish you and your family all the best in health during this time.

Mathematics Grade 2 Remote Learning Activities

WEEK 1

Day 1 Popsicle Tallies (Source: mathlearningcenter.org) A first grade class voted on their favorite Popsicle flavors. They used tally marks to show many votes each flavor got.

1. How many votes did Cherry get? ____________

2. How many votes did Orange get? ____________

3. How many votes did Grape get? ____________

4. How many votes were there in all? ____________

5. Draw a circle around the name of the flavor that got the most votes.

Cherry Orange Grape

6. Draw a line under the name of the flavor that got the least votes.

Cherry Orange Grape

Create an Equation Use only the digits 1 to 7, at most one time each, fill in the boxes to create a true equation. (Source: https://www.openmiddle.com/)

http://mathlearningcenter.org/

https://www.openmiddle.com/

Making Zero (Source: https://playwithyourmath.com/)

Place a ➕ or ➖ in each ▢ to make 0.

0 = 1 ▢ 2 ▢ 3 ▢ 4 How about?

0 = 1 ▢ 2 ▢ 3 ▢ 4 ▢ 5

Day 2 Trading Kevin has earned 10 stickers for reading books. He can trade the stickers for items in the class store.

1 sticker - bookmark 2 stickers - eraser 3 stickers - pencil 4 stickers - notepad

What can Kevin get with his 10 stickers?

Twenty One Game

The object of this game is to be the first one to say "21". The first person must start at "1." Each person may say one, two, or three numbers per turn, and the numbers must be in counting order. Each person must start with the number after the last one that the other person said. For example, the first person can say "1," or "1, 2," or "1, 2, 3." If the first person says "1, 2," then the second person could say "3" or "3, 4," or "3, 4, 5." Whoever says "21" wins the game. Play this game many times and try to discover a winning strategy. (Source: https://garyhall.org.uk/)

Noticing

On a piece of paper, make two columns. In one column, list the things that are the same in this picture, and in the other column, list the things that are different. (Source: https://samedifferentimages.wordpress.com/)

https://playwithyourmath.com/

https://garyhall.org.uk/

https://samedifferentimages.wordpress.com/

Day 3 Number line (Source: mathlearningcenter.org) Fill in the missing numbers on each number line below.

Which One Doesn’t Belong?

Choose one shape in this picture that you don’t think it belongs with the rest. Explain why. Can you pick another shape and give a different reason? (Source: wodb.ca)

Making Change

Make 47¢ in three different ways with either quarters, dimes, nickels, or pennies. (Source: https://www.openmiddle.com/)

Day 4 Solve these equations. (Source: mathlearningcenter.org)

Coins


http://wodb.ca/

https://www.openmiddle.com/


I have 6 coins worth 51¢. What coins do you think I have? Is there more than one answer?

Visual Pattern

Below is a pattern of puppies in stages 1-3 below. Draw what you think stage 4 might look like. Label how many puppies are in each stage. (Source: visualpatterns.org)

Day 5 Answer the questions about these insects. (Source: mathlearningcenter.org)

How many spots in all?

How many wings in all?

How many spots in all?

How many wings in all?

Story Problem (Source: mathlearningcenter.org)

Mark has 3 dogs, 5 cats, and 8 fish. How many pets does he have in all? Show your work.

Add, Subtract & Compare (Source: mathlearningcenter.org) Fill in the missing numbers on the addition table. Some of the numbers have already been filled in for you.

http://visualpatterns.org/




English Language Arts Grade 2 Learning Activities

WEEK 1

Day 1 Fiction Text for the Day: The Leprechaun Trap(Source: https://www.readinga-z.com/)

Before Reading: Building BackgroundThink of a time that you faced a challenge and overcame it. Write about it. Include details about that challenge, what made it challenging, who helped you, how it felt to overcome….______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

Before Reading: VocabularyDraw or write what you think of when you read these words:

Word Context Sketch/Notes

exist She’s proven all these other animals do exist.

experiment The scientist will conduct an experiment.

career His career as a teacher had just started.

Read the Book:Purpose - Read to find out about Olivia’s Leprechaun trap. Underline important things that you want to remember. Put a small question mark (?) beside any word you do not know or cannot pronounce.

Text-Dependent Question:Text-Dependent means the answer to the question is coming from the book. Why does Olivia think that she is not a scientist? Include page number. ______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________English Community Learning Curriculum, Rio School District (2020) Prepared by Courtney Downing, Rio Lindo Elementary, [email protected]


Illustration What I Know What I Can Infer/Conclude

Olivia is a second grader. They build leprechaun traps and she got a C+. She thinks she’s not a scientist.

Olivia is feeling disappointed. She worked on something and didn’t do well. She feels not as smart as her friends.

Making Inferences:To infer means to use clues and our own knowledge to figure out something that is not directly said in a book. Find the matching pictures in the book. Use the clues from the pictures in the story and what you already know to make inferences and draw conclusions about events in the story. The first one has been done for you.

Read the Book:As you read the book for the second time, notice any words you put question marks (?) next. Read those sentences a little bit slower and think about what word would make sense in that spot.

English Community Learning Curriculum, Rio School District (2020) Prepared by Courtney Downing, Rio Lindo Elementary, [email protected]

Text-Dependent Question:Text-Dependent means the answer to the question is coming from the book.

1. How did Olivia change her opinion of her leprechaun trap? Include page number. ____________________________________________________________________________________________________________________________

______________________________________________________________

______________________________________________________________

2. What kind of career do you think Olivia has now? Why do you think that? Include page number.______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________



1. Which three things did Olivia use for bait in her leprechaun trap? Include page number. ______________________________________________________________

______________________________________________________________

______________________________________________________________

2. How does Olivia feel when she doesn’t catch a leprechaun? Include page number.

______________________________________________________________

______________________________________________________________

______________________________________________________________

3. Why did the author write this book about conducting experiments? What did shewant to teach the reader?

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________


Identifying Past Tense Verbs:Past tense verbs show that an action has already happened; it happened in the past. Often, they end with “-ed.” Read the passage below. Circle the past tense verbs.Then write the past tense verbs on the lines below.

Olivia walked home to set up her leprechaun trap. She

cooked food to put in her leprechaun trap. Olivia waited

for a leprechaun, but instead a jackalope, unicorn, and

Bigfoot showed up. She talked with her mom about the

results of her trap.

________________________________________________________________________________________________________________________________________________________________________

Creating Past Tense VerbsChange the following verbs to their past tense forms. Then use the past tense verbs to fill in the blanks in the sentences below.

1. Olivia was ___________ when she received a C+grade.

2. Olivia turned and ___________ inside with slow, sadsteps.

3. The leprechaun ____________ Olivia as she wentinto the house.

4. Olivia and her mom ____________ for a long timeabout her trap.

walk disappoint watch talk

________ ________ ________ ________


Day 4Informational Text for the Day: I’d Like to Be

(Source: https://www.readinga-z.com/)

Before Reading: Building BackgroundWhat would you like to be when you grow up, if you could be anything? Why would you choose that? You might start with, “I’d like to be…..”______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

Before Reading: Picture WalkA picture walk is when you go through a book and look at each picture before reading the story. As you look at the pictures, ask questions about what you see. Write two of your questions here (make sure they end with a ?):____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

Read the Book:Purpose - Read to find out about more about the jobs people can have. Underline important things that you want to remember. Put a small question mark (?) beside any word you do not know or cannot pronounce.

Text-Dependent Question:Text-Dependent means the answer to the question is coming from the book. What kinds of comic books does the narrator want to create? Include page number(s). ______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

ABC Order:Rewrite the following words in Alphabetical (ABC Order):

galaxies shop world stallpeople superheroes pirate possibilities

______________________________________________________________

______________________________________________________________

_____________________________________________________________


Day 5Informational Text for the Day: I’d Like to Be

(Source: https://www.readinga-z.com/)

Before Reading: Discussion QuestionIf you were a cook, what kind of dish would you make? Why?______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

Read the Book: Author’s PurposeAs you read, pay attention to if the author is trying to entertain you (amuse you), to inform you (give you information), or persuade you (convince you) to believe something. Circle what you think the author’s purpose is, and write 4 details from the text that support your thinking.

entertain inform persuade

Comprehension Quiz (circle the correct answer):Why would someone most likely go to an autoshop?

a) to buy a new car b) to wash their carc) to look at cool cars d) to fix a broken car

The author wants readers to know ____________.a) that being a vet is better than being a cook.b) that having a job is a lot of work.c) that they can be anything they want to be.d) that it is hard to pick the right job.

Why does the author include details about Saturn’s rings?a) to tell the reader to study the skyb) to tell the reader a story about Saturnc) to tell the reader about jobs that search the skyd) to tell the reader who named Saturn

A vet in this book helps pets _________.a) by helping them find homes b) by giving them bathsc) by fixing their legs d) by taking them for walks



1. What kinds of video games does the narrator want to make? Include pagenumber(s)..

______________________________________________________________

______________________________________________________________

______________________________________________________________

2. How does the narrator want to learn to cook? Include page number(s).

______________________________________________________________

______________________________________________________________

______________________________________________________________

3. How are the jobs in the book similar? How are they different?

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________


Visit w

ww

.readinga-z.com

for thousands of books and materials.

Writing

Write a letter to O

livia explaining why

her trap can be thought of as a success. Science and A

rt How

would you create a leprechaun

trap? Draw a plan for your trap. Add

labels to explain the different parts of your trap and how

it will w

ork. Share your plans w

ith a partner.

Connections

The Leprechaun Trap

A Reading A

–Z Level K Leveled BookW

ord Count: 360

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LEVELED BOO

K • K

Writte

n by Kare

n Mo

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Illustrate

d by C

ésa

r Sam

anie

go

THETRAP

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What does O

livia learn as she experim

ents with her leprechaun trap?

Focus Question

Written by Karen M

ocklerIllustrated by C

ésar Samaniego

THETRAP

Words to Know

bait career disprove

exist experim

ents scientist

The Leprecha

un Trap

Level K Leveled Boo

k©

Learning A

–ZW

ritten by Karen M

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Illustrated by Césa

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CorrelationLEV

EL KJ1718

Fountas & Pinnell

Reading RecoveryD

RA

3

At O

livia’s school, every second

grader had to bu

ild a leprechau

n trap. Everyone’s trap

was graded.

Olivia got a C

+ on hers.

I guess I’m not a scientist, she thought.

The Leprechaun Trap • Level K4 A

fter St. Patrick’s Day, they took

their traps home. Som

e kids put

theirs in the attic. Some put theirs

in the garage. Some put theirs in

the trash.

5

Olivia put hers in the backyard.

She wanted

to conduct more

experim

ents.

The Leprechaun Trap • Level K6 Each night for three nights, she set her trap w

ith different bait. She tried

green m

arshmallow

s and sham

rock cookies. She tried

chocolate coins w

rapped in gold

foil. She even tried

corned beef and

cabbage.

Each morning she w

ent out to check her trap.

7

The first night she caught a

jackalope. That’s no leprechaun,

she thought, and let it go.

The Leprechaun Trap • Level K8 T

he second night she caught

a unicorn. N

ope, she thought, and

let it go.

9

The third

night she caught Bigfoot. D

rat, she thought, and let it go.

The Leprechaun Trap • Level K10 O

livia turned

and w

alked inside

with slow

, sad steps.

11

“My trap is a total failu

re,” she told

her mom

.

“Your trap is a total success!” her

mom

cried. “You’ve caught all sorts of creatu

res.”

“Yes,” Olivia said, “but not a

leprechaun. If you bu

ild a

leprechaun trap and

don’t catch a leprechau

n, that’s not a success.”

The Leprechaun Trap • Level K12

“Have you considered

that your

trap’s a scientific success?” asked

her mom

.

Olivia shook her head. She d

idn’t

know w

hat her mom

was talking

about, but she was probably w

rong.

“You’ve proven that your trap

can catch things,” her mom

said. “You’ve proven all these other creatu

res do exist. Maybe the reason

you haven’t caught a leprechaun is

because they don’t exist.”

13

Olivia considered

this for a long tim

e.

“It’s hard to prove som

e things,” she said

at last. “It’s also hard to

disprove them

. Like a leprechaun—

maybe I can’t catch one because they

don’t exist. Or m

aybe I can’t catch one becau

se they’re just too tricky.

Science is interesting, isn’t it?”

The Leprechaun Trap • Level K14

“Yes,” her mom

said. “It really is.”

“Maybe I am

a scientist,” Olivia said.

“I mean, I feel like one, and

maybe

that’s a start.”

15

It was a start—the start of a great career.

The Leprechaun Trap • Level K 16

Glossary

bait (n.) food or other things used to attract humans or other animals (p. 6)

career (n.) a job that a person has over a long period of time, usually with opportunities for advancement or greater success (p. 15)

disprove (v.) to show that something is not true using facts, reason, or proof (p. 13)

exist (v.) to be; to live (p. 12)

experiments (n.)

scientific tests or trials (p. 5)

scientist (n.) a person who works in or studies one or more fields of science (p. 3)

Visit w

ww

.readinga-z.com

for thousands of books and materials.

Writing and A

rtD

raw a picture of w

hat you w

ould like to be.W

rite a rhyme to go

with your picture.

Math

Sort the jobs in the book into groups. Label the groups and count how

m

any are in each. Share your ideas w

ith a partner.

Connections

I’d Like to BeA

Reading A–Z Level K Leveled Book

Word C

ount: 272

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Focus Question

Written by A

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I’d Like

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Words to Know

discoverfantasygalaxies

possibilitiesstewvet

I’d Like to BeLevel K Leveled Bo

ok

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rning A–Z

Written by A

rturo Baná

l

All rig

hts reserved.

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inga-z.co

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CorrelationLEV

EL KJ1718

Fountas & Pinnell

Reading RecoveryD

RA

3

I’d like to be a cook and

make a d

ish w

ith meats and

sweets and

veggies

and fish.

I’d learn to cook, not by the book

but by testing, tasting, and taking

a look.

I’d Like to Be • Level K4 See m

y kitchen? Com

e and pitch in!

My stew

’s alive

with corn and

chives.

5

I’d like to be a m

aker of video games

full of d

ragons and w

izards w

ith

crazy names.

The gam

e I’d w

rite wou

ld

featu

re knightsw

ho run and

jum

p and get in fights.

I’d Like to Be • Level K6 T

his game is a fu

n fantasy.I’d

like it if you played w

ith me!

7

I’d like to gaze into the sky,

and take notes on w

hat’s passing by. I’d

search for planets near and far.

I’d help to name each brand new

star.

I’d Like to Be • Level K8 I w

ould

help discover things,

from galaxies to Satu

rn’s rings.

9

I’d like to be a vet who helps sick cats,

and barking dogs and

hurting bats.

People wou

ld bring their pets to m

e.I w

ould

help them stay healthy.

I’d Like to Be • Level K10 I’d

heal their cuts and fix their legs,

and help with birds w

ho lay bad eggs.

11

I’d like to be an artist for comic books.I’d draw superheroes and pirate’s hooksand evil people who’d destroyman or woman, girl or boy.

I’d Like to Be • Level K 12

Their plots won’t make it off the ground— not with Super Boy around.

13

I’d like to fix cool cars in an auto shop.I’d get them going when they stop.I’d do repairs and make them run.That is my idea of fun.


I’d fix their engines when they stall.Getting greasy is a ball!

15

Life has endless possibilities.What in the world would you like to be?


Glossarydiscover (v.) to find for the first time

(p. 8)

fantasy (n.) a story in which the imagination makes the impossible seem possible (p. 6)

galaxies (n.) large groups of stars, planets, gases, and dust (p. 8)

possibilities (n.)

things that may happen (p. 15)

stew (n.) a dish usually made of meat and vegetables cooked slowly in liquid (p. 4)

vet (n.) a short form of the word veterinarian, a person who treats sick or injured animals (p. 9)

Documents

2nd Grade ELA & Math