2nd Grade Reading/ELA Menu

Week Of: April 27 – May 1

Ongoing Expectations:

30 minutes of reading daily. *EPIC! Class code: vhk8678. The boy who grew flowers * How to write a

poem*student’s choice

Handwriting Practice using cursive Aa-Zz handwriting sheets.

Choose at least 3 activities from choices below for this week

Poetry Focus:

Fluency & Punctuation

After reading, A Caterpillar Crawled, the

student can (pick at least 1)

Fluency – the ability to quickly read a passage

of text with expression.

*Record yourself reading the poem and send it to

your teacher answering these questions:

*Can you read it faster? Time yourself reading

the poem. Write down your time. Then time

yourself reading it again. Did your time get

better?

* How many lines are in the poem? How many

stanzas? What words (sensory details) did the

poet use to help you visualize? What did you

notice about the poem’s punctuation? Did the

punctuation make sense?

The poem is located at the end of the next page.

Fiction Focus:

Making Text to Text

Connections

Choose your favorite book OR

read The Boy Who Grew

Flowers EPIC and discuss.

Record a video or write to

answer these questions:

*Why does Rink sit away from

others in the classroom? How do

you think that makes him feel?

How does helping Angelina

make him feel? Use details from

the text and pictures to explain

your ideas.

*What other books have you

read that are like this book?

How are they alike? How are

they different? Draw a Venn

diagram to show your work.

Nonfiction Focus:

Chronological Order

Read any Non-Fiction Text OR read How to Write a Poem in EPIC!

Remember to be on the outlook for key words such as First, Next, and Last

Follow-Up: How does your text organization help you understand how the events are connected? View Brainpop Jr. -Sequencing Describe an idea for an invention you come up with or List the steps to complete a chore.

Word Study: Contractions

Matching Game

Watch the Flocabulary video:

https://youtu.be/FGf-SNfbtAQ

Draw a line to match the contraction to the

words that make it.

Contractions

it's it is

he'll we will

what's you will

that's what is

you'll that is

we'll he will

Sight Word Activity:

Skywrite

Point your finger in the

air and spell out the sight

words. Write them with

BIG motions. Write them

with tiny motions.

This week’s sight words:

poor, even, straight,

year, were

Author’s Corner: Can you teach me how?

Explain how to do something

you’re good at. Write each

step, like you’re teaching

someone how to do it. When

you’re done, reread to make

sure your steps are in order.

Ideas: how to ride a hoverboard, how to

play a new game, how to bake a cake,

how to make slime

Poem of the Week: This poem is from your F&P Sing a Song of Poetry, grade 2:

This material is subject to the copyright law of the United States (Title 17 U.S. Code) and is for the use of

students in _Mrs. Perez’_ class only. Further reproduction or distribution is prohibited.

A Caterpillar Crawled

A Caterpillar crawled

To the top of the tree.

“I think I’ll take a nap,” said he.

So under a leaf he began to creep

To spin his cocoon,

And he fell asleep.

All winter long he slept in his bed,

‘Til spring came along one day and said,

“Wake up, wake up, little sleepyhead,

Wake up, it’s time to get out of bed.”

So he opened his eyes that sunshiny day.

Lo! He was a butterfly and flew away.

Menú de aprendizaje a distancia de 2º grado

Semana: abril 27- mayo 1 Expectativas:

-30 minutos de lectura diaria. Favor de usar EPIC. * A Dormir Pequeño Monstruo! Epic! ¿Cómo me visto? EPIC * Elección del estudiante.

-Para practicar la caligrafía pueden utilizar las hojas de práctica del sitio web ReadingA-Z.com

-Elija por lo menos 3 actividades del menú a continuación.

Enfoque de poesía: Fluidez y puntuación

Después de leer, El poema de la semana,

el alumno puede (elegir al menos 1)

Fluidez: la capacidad de leer rápidamente

un pasaje de texto con expresión.

* Regístrese leyendo el poema y envíelo

a su maestro respondiendo estas

preguntas:

* ¿Puedes leerlo más rápido? Toma el

tiempo en que lees el poema. Escribe tu

tiempo. Leerlo de nuevo. ¿Tu tiempo

mejoró?

* ¿Cuántas líneas hay en el poema?

¿Cuántas estrofas? ¿Qué palabras

(detalles sensoriales) usó el poeta para

ayudarlo a visualizar? ¿Qué notaste sobre

la puntuación del poema? ¿Tiene sentido

la puntuación?

El poema se encuentra al final de la

página siguiente.

Enfoque de ficción: Realizar conexiones de texto a texto

Elija su libro favorito O lea A

Dormir Pequeño Monstruo!

Epic! Grabe un video o escriba para

responder esta pregunta: * ¿Por qué

Paul se convierte en un peqeuño

monstruo? ¿Cómo se siente Paul

cuando lo manda a dormer? ¿Cómo

sabes? Usa detalles del texto y las

imágenes para explicar tus ideas. *

¿Qué otros libros has leído que son

como este libro? ¿En qué se

parecen? ¿En qué se diferencian?

Dibuja un diagrama de Venn para

mostrar tu trabajo

Enfoque expositivo:

Orden cronológico

Lea cualquier texto de no ficción O lea

¿Cómo me visto? EPIC

Recuerde estar en la perspectiva de palabras

clave como Primero, Siguiente y Último

Seguimiento: ¿Cómo le ayuda su

organización de texto a comprender cómo

están conectados los eventos?

Ver Brainpop español: Escribir en secuencia https://esp.brainpop.com/espanol/la_escritura/escribir_en_secuencia/

Describa una idea para una invención que se

le ocurra o haga una lista de los pasos para

completar una tarea.

Estudio de palabras: ¡A hacerlo rápido!

Usa letras magnéticas, de plástico o

escribe las palabras en papel y luego

córtalas.

Revuelve las letras y ordénalas para

formar las palabras.

Cada vez intenta formar las palabras

más rápido.

cuál tenía

por qué cómo

había creído

dónde

Actividad de palabras

frecuentes:

Escrito del Cielo

Apunte su dedo en el aire y deletree

las palabras a la vista. Escríbelos

con GRANDES movimientos.

Escríbelos con pequeños

movimientos. Palabras de alta frecuencia

de esta semana:

pelota verdad

noche

Escritura:

Explica cómo hacer algo en lo que eres bueno.

Escribe cada paso, como si le estuvieras

enseñando a alguien cómo hacerlo. Cuando haya

terminado, vuelva a leer para asegurarse de que

sus pasos estén en orden.

Ideas: cómo montar un hoverboard, cómo jugar

un nuevo juego, cómo hornear un pastel, cómo

hacer limo

DAME LA MANO

Dame la mano y danzaremos

dame la mano y me amaras.

Como una sola flor seremos,

como una flor, y nada más…

el mismo verso cantaremos,

el mismo paso bailaras.

Como una espiga ondularemos,

coma una espiga y nada más.

Te llamas Viento y yo Esperanza;

pero tu nombre olvidaras,

porque seremos una danza

en la colina, y nada más…

-Gabriela Mistral

Enfoque de ciencias y

estudios sociales

Elija por lo menos una de las actividades a continuación:

Día de la Tierra

Log in Brain pop Espanol

Username : lawhon01 password: dolphins

https://esp.brainpop.com/ciencia/el_fragil_medio_ambiente/reciclaje/

Log onto Turtle Diary Website and play the game, Reduce,

Reuse, Recycle/ Inicie sesión en el sitio web de Turtle Diary y

juegue, reduzca, reutilice, recicle

Follow Up With Making a Sign to hang on your recycle bin.

Write or Draw Pictures of Items that should be recycled/ Haga un

seguimiento con un cartel para colgar en su papelera de reciclaje.

Escriba o dibuje imágenes de artículos que deben reciclarse

2nd grade Math Menu

Week Of: April 27th - May 1st

Choose at least 3 of the following 9 activities to complete this week. **At the end of the menu, you will find information for

helping you work with your student on activities marked as new content. This material has not been previously taught in the

classroom.

How Many? (Multiplication) Use dry cereal, pasta, or beans to make the groups below.

5 groups of 4 6 groups of 2 3 groups of 5 2 groups of 5 2 groups of 6 3 groups of 4

10 groups of 2 Questions to answer: - How many do you have for each group? - Did any of the groups have the same total? Make a sketch or take a picture of 3 of the sets you made.

What Do You See? Look at the pictures below. Use the phrase “__ groups of __ is __ ” to describe the groups shown below.

Same or Different

What is the same in the two pictures? What is different in the two pictures?

Math Fact Practice

Imagine Math Facts https://bigbrainz.com/login/

* log in using your lunch card number &

birthdate

Site Code: 4834440

Race for 20 Decide who goes first, then take turns. Start with the number 1 or 2, when it is your turn add 1 or 2 to the last number said. Go back and forth adding 1 or 2 to the last number said. The winner is the first person to say 20.

Game of Pig You will need a pair of dice, paper, and pencil. Two or more family members take turns rolling the 2 dice. On your turn roll as many times as you want keeping a running total of the sum. When you stop rolling, record the total. For each round after, add this to the total from the previous round. If a 1 comes up on one of the die the player gets a zero for that round and it is the next players turn. If a 1 comes up on both dice the turn ends and the player’s entire total becomes a 0. First player to 100 wins.

Explain your Thinking (Multiplication)

Students were sitting on the carpet

in class. They were sitting in 6

rows with 4 students in each row.

How many students were sitting on

the carpet?

Questions to ask: - How can you solve this problem? Make a sketch or a model to show

your answer and write a sentence to

explain how you solved this problem.

Review

Sharon composed the trapezoid below using different shapes.

What two shapes did Sharon use to compose her trapezoid? A. two triangles and one pentagon B. one hexagon and two triangles C. two triangles and one square D. two hexagons and one triangle

Review

Brad had the number 1,122. What is the value of the underlined digit?

ENRICHMENT (The activities below are OPTIONAL): Looking for more to do for math? Try some of these activities:

https://www.abcya.com/games/multiplication_mine_jr

https://www.abcya.com/games/base_ten_bingo

https://www.abcya.com/games/numerical_order

Multiplication TEKS 2.6A(S) Model, create, and describe contextual multiplication situations in which equivalent

sets of concrete objects are joined Prior Knowledge

None

TEKS TALK

Students will model, create and describe multiplication and division situations in word problems

Students will be using items to make groups to join or separate

Multiplication o Equal sets of concrete objects are joined

o Students describe the multiplication by saying, “___ groups of ____ equals _____” and by writing number sentences (Example: 3 groups of 5 equals 15 and 5 + 5 + 5 = 15 or 5 x 3 = 15)

o Students are not learning multiplication facts Use the video below for information on multiplication in second grade.

https://youtu.be/7HJ_3esdFGE

Brainpop videos:

Repeated addition: https://jr.brainpop.com/math/multiplicationanddivision/repeatedaddition/

Making equal groups: https://jr.brainpop.com/math/multiplicationanddivision/makingequalgroups/

Multiplication read aloud and song:

https://www.youtube.com/watch?v=WMdjNJxr1TU

https://www.teachertube.com/videos/mrs-ds-multiplication-rap-remix-54310

Anchor Charts: