MRSD Distance Learning for Grade 2 

Dear MRSD Families,   As we release this next Distance Learning Activity Packet, please allow us to express our heartfelt appreciation for the efforts you’re making to ensure students’ most important needs are met, and to reassure those who worry if they’re “doing it right,” or “doing enough” that we are here to help and not to judge. If you’re doing what you can do – you’re doing it right, and we appreciate your support at home, in whatever capacity you are able to offer! Thank you!  We know this is a challenging time for families – with competing priorities, uncertainty and isolation, and we want to reaffirm that we stand with you in ALWAYS putting family first! As the expert on your child, you’re in the best position to decide what, when and how they engage in the learning we’ve designed, and you have our full backing in limiting (or adding to) the amount of school work they experience, based on your individual circumstance.   We invite you to reach out with specific questions, worries, or needs you may have. Please know that we’re in this TOGETHER, and your school partners are here to help.    In gratitude, K-5 Staff  We recommend each instructional day to include the following: 

 Teacher-Led Learning 

Learning and Supplemental Activities  

Meeting Nutrition and Wellness Needs 

60 Minutes Maximum  2 Hours Recommended  2 Hours Recommended 

Instruction, tasks, and activities as assigned by teachers in this document. 

Suggestions: ● 20+ minutes of independent 

reading or reading to a family member (books of student choice) 

● Counting and sorting ● Drawing ● Flashcards/math facts 

review ● 60+ minutes of imaginative 

play ● Journaling (write/draw) ● Arts and crafts ● Listening to music ● Board games, puzzles, dice, 

cards ● Drama/acting/singing ● Listening to a read-aloud ● Watching educational 

programs or videos 

Suggestions:  Meal Time ● Integrate hand washing ● Invite children to help ● Include all members of the 

family if possible ● Connect/talk during meals 

 Outside Play ● Walk together ● Bike rides ● Jump rope ● Sidewalk chalk drawing 

 Inside Play ● Puzzles ● Games ● Stretching 

 

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● Finding and continuing patterns 

● Measuring around the house 

● Crafting, sewing, knitting 

Quiet Time ● Snuggling with a pet/stuffed 

animal ● Resting or napping ● Listening to calm music 

 Please schedule your day as it makes sense for you and as it works best for family schedule and student needs. Each activity or subject does not need to occur in one sitting. Remember to take breaks, and enjoy the time with each other!  Please see our Online Resources for Families to help with supplemental activities and wellness needs. 

Translate this Document  

Reading/Writing Resources  Math Resources 

Use your Clever badge and login to access Bookshelf. Generic Reading Log  Biomes/Habitats - video lesson Venn Diagram (Blank) BrainPOP Food Chain (Username: molallariver1 Password: molallariver1) You may choose to read from: Reading IQ (Redeem Code: SCHOOL6364) CommonLit- articles to read at a variety of reading levels  

  Graphic Organizers to help organize and plan your writing. 

IXL - online math skills Measuring with a Ruler -video lesson Estimating Lengths - video lesson Comparing Lengths - video lesson Printable Ruler  Addition Flashcards - printable Subtraction Flashcards - printable Math/Strategy Games Games with Playing Cards  Math Games in Spanish/Juegos matemáticos en español Juegos matemáticos Eureka Tarjetas con problemas matemáticos  

 

Day 1  Day 2  Day 3  Day 4  Day 5  Day 6  Day 7  Day 8  Day 9  Day 10 

    

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  Day 1  ✓ 

Language & Literacy 

Reading: Read the recipes “Making Guacamole” and “Making Salsa” Writing: Copy and complete the prompt. 

● I like salsa/guacamole (circle one) better because ____________________ . Speaking/listening: Ask an adult to tell you about their favorite recipe. When they are done, ask questions about what they shared with you. You might ask: 

● Why is _______ your favorite recipe? ● Do you remember the first time you tried _______?  

 

Math 

Spend 15-20 minutes:  *All measuring will be done to the nearest whole inch or centimeter for all packet activities.  Become familiar with your measurement tools. Using your own ruler (or the provided paper ruler) and string (yarn, paper, etc) create a centimeter of string, create an inch, create a foot (which is 12 inches) and create a yard (which is 3 feet/36 inches). *Keep string to use on other days.   Now look around your house to find 3-5 objects or toys that are about the same length as each string. Make a list of the objects you find using this example:   

 

Object  Length 

Paper Clip  1 inch 

Shoe  1 foot 

  

IXL:   S.2 (inch ruler)    S.8 (centimeter ruler) 

 

 

      

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  Day 2  ✓ 

Language & Literacy 

Reading:  ● Read for at least 20 minutes from a good fit (at your reading level) book of 

your choice. ● Complete the Venn diagram to tell how the two recipes are the same and 

different.  Writing: Copy and complete the prompt. 

● I think making salsa/guacamole (circle one) would be easier/harder (circle one) because ________________ , ________________ , and ________________ .   

Speaking/listening: Now, it’s your turn! Tell an adult about your favorite recipe. If you can’t think of a favorite recipe, describe a food you enjoy. You can use this sentence frame:   

● I enjoy ________________ because ________________. 

 

Math 

Spend 15-20 minutes:  Watch this video about Estimating Lengths OR discuss the word estimate with a family member. Estimate means to make a good guess. Length is how long an object is using any unit of measurement (centimeters, inches, feet, yards, etc.) Today you will focus on inches.  Collect 5-10 objects from around your house that are different lengths. Fill out the provided table (Note: This table will be used again on Day 6):  1. Estimate/guess the length of each object in inches 2. Measure the length of each object in inches  Questions to discuss: 

● Which objects had the closest estimate to the actual length? ● Which object is the longest? Shortest? ● What is the difference in length between the longest and shortest? 

 Grab your string from Day 1 to help you with these: 

IXL:   S.3 

 

 

            

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  Day 3  ✓ 

Language & Literacy 

Reading: Read for at least 20 minutes from a good fit (at your reading level) book of your choice. Writing: Pick a prompt to copy and complete. 

● I have made salsa/guacamole (circle one) before, and this is what we did. First, we ______________. Then, ______________. Next, ______________. Finally, ______________.  

● I have never made salsa/guacamole (circle one) before. However, if I could I would like to make salsa/guacamole (circle one) because... 

Speaking/listening: Tell an adult about a food you like.  ● What I like most about ___________ is ___________. 

 

Math 

Spend 15-20 minutes:  Practice measuring in inches by completing the Lengthy Laces activity page.   Then go on a Measurement Hunt! Find items from around your house that are about 1 inch, about 1 foot, and about 1 yard long. Write or draw them on the My Measurement Hunt chart.   

IXL:   S.4 

 

 

Music 

Go to this link < https://www.youtube.com/watch?v=VVNlQ50khwI > and listen to “Going to the Zoo” by Peter, Paul and Mary. The link can be accessed via the Music Google Classroom, Class Code 2hxhc5m. When the song names an animal, make the sound that animal would make. Play the song again and join in as much as you can. 

If you are unable to access the link, think of any song you know about animals, such as “Old McDonald Had a Farm,” sing it and make the animal sounds. 

Now, get 2-3 of your stuffed animals for the next activity. They don’t have to be the same ones mentioned in the song; they can be any kind of animal. Practice making the sounds these animals would make. Next, see if you can make your animals have a “conversation” using these sounds. Can your animals sing using these sounds? Try making up a song for them to sing, using the sounds you have practiced instead of using words. 

 

        

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  Day 4  ✓ 

Language & Literacy 

Reading: Read for at least 20 minutes from a good fit (at your reading level) book of your choice. Writing: Remember the 5 food groups: grains, proteins, dairy, vegetables, and fruits.  

● Which food groups do you think salsa and guacamole go in, and why do you think they go in those groups? (Hint: Think about what foods a person would use to make salsa and guacamole). 

Speaking/listening: Tell an adult about a healthy meal. Be sure to include at least one food from each group. 

 

Math 

Spend 15-20 minutes:  Rewatch the video about Estimating Lengths OR discuss the word estimate with a family member. Estimate means to make a good guess. Length is how long an object is using any unit of measurement (centimeters, inches, feet, yards, etc.) Today you will focus on centimeters.  Collect 5-10 objects from around your house that are different lengths. Fill out the provided table (Note: This table will be used again on Day 6): 1. Estimate/guess the length of each object in centimeters 2. Measure the length of each object in centimeters  Questions to discuss: 

● Which object had the closest estimate to actual length? ● Which object is the longest? Shortest? ● What is the difference in length between the longest and shortest object? 

 Grab your string from Day 1 to help you(Note: a meter is slightly longer than a yard) 

IXL:   S.9 

 

 

Wellness 

Social Awareness  Empathy video: https://youtu.be/cObsOhaegfk  Empathy--Knowing or recognizing how someone else is feeling, walking in their shoes   

● Facial expressions ● Body language ● Situation cues 

Practice: Watch for the facial expressions, body language and what’s going on in the situation and ask your parent(s), babysitter, brother/sister if they are feeling___________________. Check to see if you are right!  

 

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Listening with Attention ● Focus on the person’s words  ● Don’t interrupt  ● Ask questions to find out more  ● Repeat what you heard to show you understand 

Practice: Ask someone at your house to tell you something they did today. Use these skills and repeat back what you heard to make sure you got it right.  Being Assertive-a respectful way to get what you want or need, like when you need help at school. 

● Face the person you’re talking to  ● Keep your head up and shoulders back  ● Use a calm, firm voice  ● Use respectful words 

Practice: The next time you need help or want to do something use your assertiveness skills and see how easy it is to get what you need (within reason, of course).  Predicting Feelings Predicting Tricks  

● Think about what you know about the person. ● Think about how the action might affect the person.  ● Think about how the person might react.  ● Think about how you might react in the same situation. 

Practice: Predict how the other might feel? You ask Grandma to do a hiphop dance video with you when you spend 

the night. Parents being told by their boss they are going to work twice as many hours 

next  week. 

Sibling is told they have to let you pick all the activities for the family this weekend. 

Teacher finds a note from the substitute from the day before saying she made up her own lesson plans and did nothing your teacher asked to be taught. 

              

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  Day 5  ✓ 

Language & Literacy 

Reading: Read for at least 20 minutes from a good fit (at your reading level) book of your choice. Writing: Write a sentence about all the ways making salsa and guacamole are the same. Then write a sentence about how making salsa and guacamole are different. Speaking/listening: Think about two of your two favorite foods. Describe to an adult how they are the same and how they are different. You can use these sentence frames: 

● __________ and __________ are alike because __________. ● A difference between __________ and __________ is __________.  

 

Math 

Spend 15-20 minutes:  Practice measuring in centimeters by completing the Measuring in Centimeters activity page.  Hand Measurement Activity 1) On a piece of paper, have someone trace your hand with fingers spread out. 2) Measure each finger using your centimeters. Write length next to each finger. 3) Do the same thing with an adult‘s hand on another piece of paper. Compare your measurements to the adult’s measurements.  Questions: 

● What is your longest/shortest finger? What is the adult’s? ● How much longer/shorter is your pinkie than the adult’s? ● Write an equation showing how much longer your pointer finger is than 

your pinkie? Write more equations showing the difference in length between your fingers and the adults. 

 

IXL:   Finish previous day(s) or choose your own skill in S 

 

 

        

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  Day 6  ✓ 

Language & Literacy 

Look at the photos on the Forest & Grassland Fact Sheets. ● How are they different ? How are they the same? 

Read the passage on Grassland Habitats. ● Write 3 facts on paper and/or share with an adult. 

 

Math 

Spend 15-20 minutes:  Watch this video about Comparing Lengths OR look at your table from Day 2 and/or Day 4, and review these questions:  

● Which object was the longest? Which object was the shortest? ● What is the difference in length between the longest and shortest object? 

(Hint: subtract the two lengths) ● Pick two other objects from the table and compare them. What is the 

difference in their lengths?  Complete the Length Word Problems (#1-5) page to practice comparing lengths.   

IXL:   S.5 (May take two days to complete) 

 

 

Music 

Go to this link <https://www.youtube.com/watch?v=MONgmqIpaW8> and watch the video about “Pow-wow dancing styles and meanings”. The link can be accessed via the Music Google Classroom, Class Code 2hxhc5m. Be sure to read the captions, as they will help you learn more about Native American music and dance. Watch the video a second time. Can you match some of the steps the dancers are doing? 

 

         

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  Day 7  ✓ 

Language & Literacy 

Read the passage on Forest Habitats. ● Write 3 facts on paper and/or share with an adult. 

Optional: To learn more, enjoy this video about the Earth’s Biomes/Habitats.  

 

Math 

Spend 15-20 minutes:  Now practice measuring in centimeters and inches by completing the We Can Measure Length page.   Discuss:  

● Which is greater/larger, centimeters or inches? ● When is it best to use centimeters? When is it best to use inches? 

 

IXL:   Finish S.5, if needed 

 

 

        

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  Day 8  ✓ 

Language & Literacy 

Comparing and Contrasting: Use the Venn diagram to explain how grasslands and forests are the same and different. If needed, reread the Habitat passages. 

 

Math 

Spend 15-20 minutes:  Hunting for 1 Yard 1) Make a chart with 3 different headings: shorter than 1 yard, about 1 yard, longer than 1 yard. 2) Walk around your house and find 5 objects to write in each column. Remember that 1 yard = 3 feet (3 rulers) or doorknob to the floor. Example: a book is shorter than a yard, my TV is about 1 yard, and curtains are longer than a yard. 3) Below your table, list the items in each column from smallest to largest.  Questions: 

● What is the shortest and longest item in each column? ● Can you do the same activity using a foot? 

 

IXL:   S.10 (Make two days to complete) 

 

 

Music 

Go to this link < https://www.youtube.com/watch?v=vsCZ9IRCqaM > and listen to the “Hawaiian Language Numbers Song.” The link can be accessed via the Music Google Classroom, Class Code 2hxhc5m. Repeat the numbers in Hawaiian as you hear them, either speaking or singing them. Replay the video so you can learn the song and sing along. 

 

        

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  Day 9  ✓ 

Language & Literacy 

Watch these two videos to learn more about the grassland and forest habitats. ● Grasslands video: https://www.youtube.com/watch?v=nKnV_7QzpNo ● Forests video: https://www.youtube.com/watch?v=6oSUkCaGV18 ● Then fill out the Compare and Contrast Biome sheet. 

 

Math 

Spend 15-20 minutes:  Complete the Length Word Problems (#6-10) page to practice comparing lengths. Rewatch this video about Comparing Lengths, if needed.   IXL:   Finish S.10, if needed 

 

 

Wellness 

Social Awareness   Taking Others’ Perspective--understanding that people have different likes and dislikes, and that’s okay. 

● Practice: Think about how you feel about ○ Going on carnival rides that go upside down ○ Spiders/Snakes ○ Homework ○ Speaking in front of your class 

● Find 2 people who feel differently about each of these activities than you do. 

● What are some ways you can show you accept other’s perspectives?  Disagreeing Respectfully--it is perfectly natural and normal to not agree with all people, all the time. The key is HOW you disagree...respectfully is the only acceptable answer. 

● Key Skills: Listen ○ Clarify ○ Use “I” statements (don’t blame or judge the other person) ○ Avoid extreme words (always, never) ○ Pick your battles 

Practice: The next time you have a different opinion about something with a friend or family member use the Key Skills to help guide you through the conversation.   Responding With Compassion Compassion--Empathy in action...understanding what someone else is feeling and having the desire to do something to help that person. Practice: What can you do to show compassion to others in these situations: 

● A friend loses their favorite toy/book 

 

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● Parent is exhausted from a long day at work ● A sibling or cousin is told they can’t spend the night with a friend 

If you see someone struggling today, offer to listen and help them.  Virtual Calming Room--relax with sights, sounds, guided practice, art, apps  

  https://www.district196.org/about/calm-room  

                                          

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  Day 10  ✓ 

Language & Literacy 

Have an adult read your writing from yesterday's Compare and Contrast Biome sheet aloud to you. After listening to your writing, finish these sentence frames (out loud and/or in writing):  

● “What I heard you say was…” ● “The most important points about these habitats are…” ● Pretend you are the teacher. Write 2 questions about these habitats for a 

Grassland and Forest test. Start your questions with the words: Who, What, When, Where, or Why. 

 

Math 

Spend 15-20 minutes:  Measurement Scavenger Hunt 1) Make a table with 3 different headings: inches, feet, yards. 2) Walk around your house and find 3-5 objects to measure that belong in each column (inches, feet, yards). Note: Items in the inch column should be less than 12 inches (1 foot), items in the feet column should be less than 3 feet (1 yard), items in the yards column should be longer than 1 yard (3 feet). 3) Measure the items using the appropriate unit of measure. Record the name of the object and the length in your table. 4) Answer the following questions.  

Inches  Feet  Yards 

Spoon - 7 inches   Pillow - 2 feet  Door - 2 yards  Questions: 

● What is the shortest item in each column? Longest? ● Make several equations showing the length of two different inch items 

added together. Do the same with feet and yards. Example: 7 in. spoon + 5 in. cell phone= 12 in. 

● Challenge: Can you find two inch items from your list that are almost equal to something in your foot column when added together? Are there any items in the foot column that would be close to one yard when added? 

 

IXL:   S.13  Finish previous day(s)  

 

Music 

Go to this link < https://www.youtube.com/watch?v=dqrwI3CRWvs > and watch the video on “Hula Basics for children.” The link can be accessed via the Music Google Classroom, Class Code 2hxhc5m. See how well you can do at learning the dance! 

 

    

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