9/2020

Second Grade October 26-30, 2020

Student Name: ____________________________________________________________________________

School: ________________________________________________________Teacher: ___________________

Monday English Language Arts: ELAGSE2RF3, ELAGSE2RI1, and ELAGSE2RI3 Parent Information, Tips, and Monday Lessons

Phonics: You will need the long a [ai, ay] word fluency page. Reading: You will be learning about scientific text. You will need the passage from the learning bundle, Jumping Joeys by Julian Green.

Math: MGSE2.OA.2 and MGSE2.MD.10

Complete Addition Facts - pg.308 (Find sums to 10). Set a timer and see how fast you can solve the problems. Record your time. Complete What is Your Favorite Ice Cream Flavor?

Science: S2P2a, S2P2b, and S2P2c Students will obtain and communicate information about pushes and pulls. Students will use the Monday Tasks document for this activity. Physical Education: PE2.1f Complete the PE Lesson using Laundry Jackpot.

Tuesday

4, English Language Arts: ELAGSE2RF3, ELAGSE2RI1, ELAGSE2RI3, ELAGSE2W2, and ELAGSE2W5 Tuesday Lessons

Phonics: You will need paper and pencil. Reading: You will need the passage from the learning bundle, Jumping Joeys by Julian Green. Writing: You will need the informational writing piece that you have been working on. If you have post-its, you will need those. If not, you will use paper instead.

Math: MGSE2.OA.2 and MGSE2.MD.10 Complete Addition Facts – pg. 310 (Find sums from 11-20) – Set a timer and see how fast you can solve the problems. Record your time. Complete What is Your Favorite Type of Pizza?

Social Studies: SS2E2 Students have learned about Sequoyah and the economics of his day. Last week, students learned about the opportunity cost when he moved to Arkansas. This week, students will learn about the different ways goods and services are allocated to individuals.

Art: VA2PR.1a and VA2PR.1c

Hi second graders! This week we are going to be learning about French artist Henri Matisse! We are going to be learning how to draw a goldfish bowl in the style of Matisse’s artwork. You will need a piece of paper, a black marker (or a pencil), and something to color with!

9/2020

Second Grade October 26-30, 2020

Wednesday

English Language Arts: ELAGSE2RF3, ELAGSE2RI1, and ELAGSE2RI3 Wednesday Lessons

Phonics: You will need paper and pencil. Reading: You will need the passage from the learning bundle, Emperor Penguins by Jo Pitkin.

Math: MGSE2.OA.2 and MGSE2.MD.10 Complete Subtraction Facts – pg. 316 (Subtract within 10) – Set a timer and see how fast you can solve the problems. Record your time. Complete What is Your Favorite Color?

Science: S2P2a, S2P2b, and S2P2c Students will make observations and obtain additional information about force via text. Students will use the Wednesday Tasks document for this activity. Physical Education: PE2.1f Complete the PE Lesson using Towel Fold.

Thursday English Language Arts: ELAGSE2RF3, ELAGSE2RI1, ELAGSE2RI4, ELAGSE2RI5, ELAGSE2W2, ELAGSE2W5, ELAGSE2L2, and ELAGSE2L4 Thursday Lessons Phonics: You will need to cut the long a [ai, ay] word fluency page into individual squares. Reading: You will need the passage from the learning bundle, Seeds Get Around by Kate Hoffman of Ranger Rick. Writing: You will need the writing piece from Tuesday.

Math: MGSE2.OA.2 and MGSE2.MD.10 Complete Subtraction Facts - pg.318 (Subtract from teen numbers) -- Set a timer and see how fast you can solve the problems. Record your time. Complete What is Your Favorite Pet?

Social Studies: SS2E2 Students will revisit what they learned about the different ways goods and services are allocated to individuals.

Music: ESGM2.RE.1b

Students will identify high and low vocal sounds. 2020hell

Friday English Language Arts: ELAGSE2RF3, ELAGSE2RI1, ELAGSE2RI3, and ELAGSE2RI5 Friday Lessons Phonics: You will need the words from the long a word fluency page that you cut out yesterday. Reading: You will need the passage from the learning bundle, Seeds Get Around by Kate Hoffman of Ranger Rick.

Math: MGSE2.OA.1, MGSE2.OA.2, MGSE2.NBT.5, and MGSE2.MD.8 Complete Unit 2 Review.

Science: S2P2a, S2P2b, and S2P2c Students will make observations to determine how force is applied. Students will use the Friday Tasks document for this activity. Social Emotional Learning/Health: Everyone feels fear from time to time. We can be afraid of getting hurt, embarrassed, or maybe we are afraid of failing. Courageous people do feel fear, but they are able to manage and overcome their fear so that it does not stop them acting.

Fulton County Schools, --- Grade 2, Week 11, Week of October 26 – 30, 2020

English Language Arts

Parent Information Phonics

What is a vowel team? ▪ When 2 vowels are next to each other, the vowels

work together to form one sound. ▪ Frequently, the first vowel is pronounced as the long

vowel sound and the second vowel is silent. ▪ The letter ‘y’ is considered a vowel, so ay is

pronounced as the long /a/ sound as in play.

Examples of vowel teams that make the long /a/ sound:

train tray

Parent Tips These vowel teams are a new concept for your child. Your child has now learned 3 ways to make the long a sound [‘ai’, ‘ay’, silent e]. When trying to spell words with this vowel sound, students should segment the word into each sound. Then, they can think about the vowel sound. They can also think: Is this how it would look in a book?

Reading

How do readers describe the connection between scientific ideas? ▪ Some informational texts tell about science ideas. ▪ “To connect” means to fit two or more things

together. ▪ Science explains how things work and why certain

things happen in the real world.

Example of describing the connection between scientific ideas: ▪ Why does your body need food and water? ▪ Eating and drinking makes the body grow and be

healthy.

Parent Tips There are informational books and articles about all topics. Encourage your child to identify topics that he/she is interested in. Look in the school MackinVia account for books about the topic. This can be found on your child’s Classlink.

As your child is reading informational texts that may contain scientific ideas, ask him/her to identify those scientific ideas or events. Then prompt your child to think about what connects one scientific idea or event to another. Ask: what connects one idea or event to one another?

Note: The neat thing about informational text is that you don’t need to read the entire book to obtain new information. Readers select the type of information they want to read and only read those sections of the book!

Writing

What is informational writing? ▪ Informational writing tells facts and details about a

topic. ▪ Beginning writers may choose to write about topics

that they know about or topics that interest them. ▪ Elaborate means to add more information or detail. ▪ Edit means for the writing to be reread with the

purpose of checking for grammar errors (i.e., punctuation, capitalization, spelling)

Examples of informational writing topics: ▪ Things I know a lot about are football, XBox, Six Flags,

and ice cream. Example of elaboration: ▪ Football is a sport. ▪ Elaboration: Football is a Fall sport that involves two

teams trying to score the most points in four quarters.

Parent Tips As your child continues writing this week, he/she will be called to elaborate. This is not always easy for writers. When students write, they commonly expect to never return to what they have written and to write even more. However, that is what writers do. They draft, and then they return to add even more details and information. Here’s the tricky

Fulton County Schools, --- Grade 2, Week 11, Week of October 26 – 30, 2020

part. We have to help our children learn how to select spots where they can add detail, and then teach them strategies that will assist them in elaborating. Their readers want to know all the information they have about the topic! TIP: When you read what your child has written, select one spot where you have a question and draw a star right on the paper where the question popped into your head. For example, I might read this sentence in my child’s writing and have a question pop up in my head. Football is a sport. I might ask one of the following questions.

▪ When is the sport usually played? ▪ How long do they play? ▪ How are the players organized?

Then I will prompt my child to write an answer to my question. Instant elaboration!!

1 Have conversations before, during, and after reading together

These activities are typically appropriate for children in kindergarten through third grade.

Having conversations when reading with children helps them develop higher-level thinking and language skills, such as predicting, problem solving, or contrasting. While reading books aloud, ask the child questions and talk about the content of the story together before, during, and after reading.

• Use open-ended questions to ask the child to think about the book’s messages and what is happening. See the box below for examples of questions to ask children when reading different types of books.

• Ask the child to apply the book’s messages to the world around him by connecting events to his own life.

• Ask more and more complex questions, so the child continues to build her vocabulary and language skills.

• What would happen if you planted a tree in the desert?

• Why do birds fly south for winter?

• Why is it important to recycle?

Example questions for

informational booksthat explain facts about the world, such as books about animals

? • Why did the character do what he did?

• What else could she have done?

• If you were in that story, what would you have done?

Example questions for

narrative booksthat are about a series of events,

whether fictional or nonfictional,such as stories

What skills will this practice help build? Having conversations about what they are reading helps children build vocabulary and develop skills using language typically found in school settings. Building their skills to think and connect ideas from many contexts allows children to follow more complex language, which they might find in stories, instructions, and descrip-tions of historical events or nature.

What Works Clearinghouse™

Fulton County Schools, --- Grade 2, Week 11, Week of October 26 – 30, 2020

English Language Arts

Monday October 26, 2020

Phonics You have learned that vowels have different sounds including long vowel sounds, short vowel sounds, and ‘r’ controlled vowel sounds. This week, you are going to learn that when you have two vowels right next to each other, the two vowels work together as a team. Frequently, the first vowel says the long vowel sound and the second vowel is silent. This week you are going to learn that when ‘ai’ are together, they make the long a sound as in the word train. When ‘ay’ are together, they make the long a sound as in tray. Use the ‘long a’ word fluency page. ▪ Read lines 1 – 3 aloud. ▪ Which word might be found on a bike? [chain]] ▪ Which word is a way to get information from one part of the country to the other? [mail] ▪ Which word can describe a stormy sky? [gray] ▪ Read lines 4 – 5 aloud. ▪ Which word means to move from side to side? [sway] ▪ Which word is someone who runs a city? [mayor] ▪ Which word is something you can do to hurt an ankle? [sprain] ▪ Read lines 6 – 8 aloud for a challenge.

Reading There are different types of informational text. This week we are going to read informational texts that tell us about science topics. Science explains how things work and why certain things happen in the real world. This week we are going to learn that describing how ideas in science texts are connected will help you understand how things work and why things change. When you read about scientific topics, look for a connection such as how one scientific idea or event may have caused another idea or event to happen. For example, a girl and boy plant seeds in a garden. They water the seeds, so the seeds begin to grow. The garden grows and flowers bloom.

When reading an informational text about science topics, readers are on the lookout for scientific ideas or events. First, you will need the passage, Jumping Joeys by Julian Green. You have learned that readers orient themselves to texts before reading. Read the title and look at the picture. This passage is going to be about a baby kangaroo, called a Joey. Read the passage, Jumping Joeys. Then, reread the first and second paragraphs of Jumping Joeys. Ask: Was there a scientific idea or event in what I read? Say it aloud to a caregiver, write it down, or underline in the text.

Fulton County Schools, --- Grade 2, Week 11, Week of October 26 – 30, 2020

Possible answers: A joey is born. A joey stays in the mother’s pouch to eat and stay warm. A joey stays in the pouch for 7-10 months and grows bigger.

Read the third paragraph. Ask: Was there a scientific idea or event in what I read? Say it aloud to a caregiver, write it down, or underline in the text.

Possible answers: Joey falls out of the pouch. Learns to find food and take care of itself.

Read the last paragraph. Ask: Was there a scientific idea or event in what I read? Say it aloud to a caregiver, write it down, or underline in the text.

Possible answer: It will continue to grow taller and heavier.

After reading, tell your caregiver all the scientific ideas you found in today’s passage.

Long a [ai, ay]

1

aid

paid

raid

rail

2

mail

main

chain

plain

3

bay

day

clay

gray

4

aim

rain

sprain

sway

5

may

mayor

faint

waist

6

raisin

daylight

doorway

afraid

7

display

contain

complain

exclaim

8

rainbow

snakeskin

pacemaker

pancake

Modeled and Guided Instruction

54 Lesson 4 Describing Connections Between Scientific Ideas

Genre: Science Article

©Curriculum Associates, LLC Copying is not permitted.

Read

by Julian Green

1 What is the best-known animal in Australia?

It’s the kangaroo! Kangaroos are large animals

with powerful back legs. But they are less than

one inch long when they are born.

2 A baby kangaroo is called a joey. The joey

climbs into its mother’s pouch. There the joey

feeds and stays warm. The joey stays in the pouch

for seven to ten months. It grows much bigger. Then

the joey is ready to come out of its mother’s pouch.

3 When the joey is ready to come out, its mother

loosens her pouch. The joey falls out. At first,

it stays out for just a few minutes. Then it goes back

in the pouch. Every time it comes out, it follows

its mother and learns to find food. Soon it can

take care of itself.

4 When the joey leaves the pouch for good,

it is not an adult yet. It will grow taller and

heavier. A kangaroo can be more than six

feet tall and weigh 190 pounds.

Close Reader Habits

Underline details that show how a joey grows and changes. Think about how these are connected.

JUMPING Joeys

©Curriculum Associates, LLC Copying is permitted for classroom use.308 Fluency Practice

1 2 1 2 5

4 3 1 5 5

7 8 1 2 5

10 8 1 0 5

13 2 1 5 5

16 4 1 4 5

19 5 1 3 5

22 2 1 7 5

25 5 1 5 5

28 4 1 3 5

2 3 1 4 5

5 7 1 1 5

8 6 1 2 5

11 4 1 5 5

14 5 1 2 5

17 7 1 3 5

20 0 1 5 5

23 4 1 6 5

26 3 1 6 5

29 7 1 2 5

3 1 1 5 5

6 8 1 1 5

9 3 1 7 5

12 3 1 3 5

15 6 1 3 5

18 5 1 4 5

21 2 1 8 5

24 3 1 2 5

27 1 1 9 5

30 2 1 4 5

Form A

Addition Facts—Skills Practice

Find sums to 10.

What is Your Favorite Ice Cream Flavor? Chocolate

Vanilla

Strawberry

Cookies &

Cream

represents one student

The students in our class were asked about their favorite ice cream

flavor. Each student answered the question and we created the above

graph. Can you use the graph to answer the following questions?

1. How many students are represented on the picture graph? ______

2. Which flavor of ice cream do students like the most? ____________

3. Which flavor of ice cream do students like the least?______________

4. How many students like cookies and cream and vanilla? ________

5. How many students like chocolate more than vanilla? _________

6. How many students like chocolate more than strawberry? _______

7. How many more students like strawberry compared to vanilla? ___

2nd-Week 11: Monday

Monday: Reading Materials

Physical Education – Monday

Standard: PE2.1 The physically educated student demonstrates competency in a variety of motor skills and movement patterns. f. Demonstrates the underhand throw while using mature form (facing target, stepping with opposition, transferring weight, and following through).

Warm-ups: 1. Push-Up Day! Skip to 3 different rooms and do 5 push-ups. Gallop to the same 3 rooms and perform

5 more push-ups. 2.

3. Stretch it Out! Choose 4 stretches from below and perform for 15 seconds each.

4.

Activity: Laundry Jackpot Materials Needed: sock balls (socks rolled into a ball-as many as possible) and a laundry basket Today you are going to practice your underhand throwing skills. Please see attached lesson #1 worksheet titled “Laundry Jackpot” for activity directions.

Underhand Throwing Cues:

Questions: 1) Can you describe how to underhand throw? 2) Can you think of a sport or activity that uses underhand throwing?

Laundry Jackpot

Directions: Scatter as many different balls of socks you have throughout a room

and place a laundry basket close to a wall (about a foot away). Underhand throw

the balls of socks into the laundry basket as quickly as you can using the correct

underhand throwing form.

*Time yourself to see how fast you can make all of them in and try to break your

record each time.

*Incorporate math by making the sock balls worth 2, 5, or 10 points each (skip

count). Add up your score.

*Challenge a family member and see who can do it the fastest or have the higher

score.

*Make it a challenge by using your non-dominant hand!

Fulton County Schools, --- Grade 2, Week 11, Week of October 26 – 30, 2020

English Language Arts

Tuesday October 27, 2020

Phonics You will make word ladders today. Use paper and pencil to write each new word. ▪ Make may. ▪ Change letters to make a word that you can use for art [clay] ▪ Change letters to make a word that can be the color of the sky [gray] ▪ Change a letter to make a word that you can hold things on [tray] ▪ Change a letter to make a word that means ‘please don’t go’ [stay] ▪ Change letters to make a word that means the opposite of night [day] ▪ What do you get if you put may and day together? [mayday]

Reading Yesterday you were on the lookout for scientific ideas while you read. Today you are going to learn how to describe the connection ideas can have to one another. Readers can use sequence (order) and cause/effect to describe the connection scientific ideas have to one another. Once a reader has identified the scientific ideas or events, he/she may ask, “What connects one scientific idea or event to another?” You might use words like:

▪ First ______ happened. Then ______happened, and finally _____. (sequence) ▪ This (idea) happened because______. (cause/effect)

Reread the passage, A Jumping Joeys by Julian Green.

▪ There were several scientific ideas or events being described in those paragraphs. ▪ Think: What connects one scientific idea or event to another? Sequence? Cause/effect? —this (idea) happened

because… ▪ Say the connection aloud to a caregiver or write it down.

Sample response may be: First when a joey is born, it climbs into its mother’s pouch so it can eat and stay warm. Then, as it gets older, it needs to learn how to find food, so it starts leaving the pouch. Finally, when the joey is big enough, it can stay out of the pouch for good.

Writing Writers, you have been hard at work for the last several weeks doing informational writing. You have:

▪ Brainstormed topics you know a lot about. ▪ Added facts and details to tell more information about your topic.

Fulton County Schools, --- Grade 2, Week 11, Week of October 26 – 30, 2020

▪ Provided your reader with more information by using precise language. (For example--if am writing about things animals eat, I might use the terms herbivore and carnivore to better describe their diet.)

▪ Divided your text into parts with different information about the topic. Today, we are going to learn about a very important step that writers take and that is to elaborate. One reason writers write informational text is to inform their readers about their topic, but what they write down the first time may not be enough. Their readers want ALL the information, so writers have to elaborate or add even more information about the topic. One strategy for elaborating is this:

▪ Reread what you have written. ▪ As you read, find a place (or even two!) where you have a question, or your reader may have a question. Draw

a star right at that spot. ▪ Jot the question down on the paper or a post-it that you attach right on your writing piece. ▪ Write an answer to the question right where you drew the star. You just elaborated and told your reader even

more information!! Grab the writing piece you worked on last week or another informational piece you have written. Try this strategy and find 2 spots to elaborate. Want an extra challenge? Find 2 more spots to elaborate. Special note: Is your writing starting to look a little messy with all this elaborating you are doing? Good! That’s how writers work!! Their writing has sentences and words added and crossed out. It is ok! You are working to make your writing even better than it started out!

©Curriculum Associates, LLC Copying is permitted for classroom use.310 Fluency Practice

Form AFind sums from 11 to 20.

Addition Facts—Skills Practice

1 6 1 6 5

4 8 1 3 5

7 9 1 6 5

10 9 1 3 5

13 5 1 9 5

16 8 1 4 5

19 9 1 8 5

22 6 1 5 5

25 6 1 8 5

28 8 1 7 5

2 6 1 7 5

5 4 1 8 5

8 7 1 6 5

11 4 1 9 5

14 7 1 4 5

17 5 1 6 5

20 9 1 4 5

23 7 1 9 5

26 7 1 7 5

29 9 1 5 5

3 9 1 2 5

6 8 1 8 5

9 8 1 5 5

12 9 1 9 5

15 7 1 8 5

18 4 1 7 5

21 8 1 6 5

24 7 1 5 5

27 8 1 9 5

30 5 1 7 5

What is Your Favorite Type of Pizza? Pepperoni

Cheese

Sausage

Veggie

The students in our class were asked about their favorite type of pizza Each

student answered the question and we created the above graph. Can you

use the graph to answer the following questions?

1. How many students are represented on the picture graph? ___________

2. Which type of pizza do students like the most? ____________

3. Which type of pizza do students like the least?______________

4. How many students like pepperoni and cheese? ____________

5. How many students like pepperoni more than veggie? ____________

6. How many students like cheese more than sausage? _______

7. How many more students like pepperoni compared to cheese? __________

represents one student

Social Studies, Grade 2 Week 11 (October 26-30, 2020)

Tuesday

Step 1: Tell your student, “Today, we are going to look at the different ways goods and services are

made available to people. During Sequoyah’s life, if someone wanted a piece of jewelry that Sequoyah

made, they could trade something they owned in exchange for it. Let’s think about ways that we are

able to receive different goods and services. Today, we will focus on four strategies that are used to

receive goods and services.”

Note to parent: Have your child to look at the images below, so they can see a practical example of each

concept. Ask your child at least one guiding question to ensure he or she understands each of the

concepts.

Tell your child, “In the picture below, we see an example of first-come, first-served. We can see there

are lots of children in line wearing costumes. They are waiting in line to receive candy. First-come, first-

served means that the resource goes to the early bird or the first ones to arrive.”

First-come, first-served

Definition: Resource goes to the early bird; first in line

Guiding questions: 1. What happens if you’re at the back of the line and items are

no longer available when you reach the front of the line? 2. Who do you think benefits from this strategy? 3. The example illustrated in the picture is a line of children

waiting to be served Halloween candy. Can you think of another example?

Tell your child, “In the picture below, we see an example of majority rule. We can see there are children

in a classroom who are raising their hands. The teacher is taking a vote on which activity the class would

most like to do: (1) who wants to go outside and play? and (2) who wants to stay in and play on the

ipads? Majority rule means that a decision is made by voting or consensus. This results in the most

amount of people are happy with the selected choice.”

Majority rule

Definition: Resource goes to those who win an election; voting; consensus; largest number of people are satisfied

Guiding questions: 1. If everyone votes and the choice you want is not what most

of the people wants, what do you think happens? 2. Who do you think benefits from this strategy? 3. Can you think of an example that shows majority rule?

Tell your child, “In the picture below, we see an example of contests. We can see there are children

participating in a race where they measured who could run the fastest to the finish line. There is one

child who has clearly won because the finish line rope is across the child’s stomach. Contests mean that

the winner is either the most competitive or the winner of the competition.”

Contests

Definition: Resource goes to the most competitive – winner of a race or arm wrestle; survival of the fittest

Guiding questions: 1. Contests are great for those who are talented and skillful.

Who does not benefit from a contest? 2. Can you think of an example that shows a contest?

Tell your child, “In the picture below, we see an example of force. We can one child who is physically

bigger and stronger than the other one. The boy in the red shirt can use force to get something like

candy or a pencil from the boy in the green shirt. Force means that a resource goes to the one who is

strongest or most forceful.”

Force

Definition: Resource goes to the one who is strongest (physical, mental, political); most forceful

Guiding questions: 1. Who do you think benefits from this strategy? 2. Can you think of an example that shows force?

Matisse Goldfish Henri Matisse was a French artist who lived from 1869-1954. Henri Matisse was one of

the first artists to paint in a new style called Fauvism. In this style, Matisse used bright colors

and thick brush strokes. Because this style of painting was new, it was criticized. It got the name

Fauvism because an art critic called Matisse and others “fauves” which means wild beasts in

French. Next, he developed a style that emphasized flattened forms and decorative patterns.

When Matisse became ill and wasn’t able to paint anymore he began to create art using paper

collage. Goldfish were a recurring subject in Matisse’s art. They appear in several of his

paintings.

This goldfish painting belongs to a series of Fauvism paintings that Matisse produced.

Notice how our eyes are immediately attracted to the goldfish because of their color. They are

bright orange while the background is made up of subtle pinks and greens. This strong contrast

of color was often used by Fauvist painters. Let’s create our own goldfish drawing like Henri

Matisse! You’ll need a piece of paper, a marker (or a pencil) and something to color with.

Vocabulary Fauvism- the name of a modern art movement led by French painters like Matisse. The style was bright and colorful with flat forms and patterns. Form- a three-dimensional figure with volume (like a cylinder, cube, or pyramid). Pattern- a design in which lines, shapes, forms, or colors are repeated. Collage- a technique in art making where different types of papers (and sometimes other objects) are assembled together to create a work of art. Series- a collection of artwork with the same style or subject. Contrast- the difference between two or more elements in an artwork.

Step 1. Start by drawing a large oval on your paper. This is the top of the goldfish bowl.

Step 2. Draw 2 lines down from each side of that oval.

Step 3. Draw the bottom of the bowl with a slightly curved line.

Step 4. Draw another oval inside your goldfish bowl. This is the water line.

Step 5. Draw goldfish using an oval for the body and a triangle shape for the tale. Add a black dot

for the goldfish’s eye. You can add as many fish and details to your fish as you would like!

Step 6. From each side of the goldfish bowl, draw a curved line to create a round table.

Step 7. Add some plants in the background. You can add as many and any kind of plants your

flowers that you want to. You may also add a pattern to your background as well. I added polka

dots to mine!

Step 8. The remaining steps are optional. Continue on if you have supplies to color with. Color

your goldfish. Add rough goldfish shapes to the top of the water, but don’t outline them. This is

the reflection of your goldfish.

Step 9. Continue coloring your artwork. One technique you can use to show form in your artwork

and give your plants a more 3D appearance is to use more than one color when coloring an

object. For example. I used two colors of green on my plants.

Step 10. Finish coloring the rest of your artwork!

Fulton County Schools, --- Grade 2, Week 11, Week of October 26 – 30, 2020

English Language Arts

Wednesday October 28, 2020

Phonics You will make word ladders today. Use paper and pencil to write each new word. ▪ Make raid. ▪ Change a letter to make a word that a train rides on [rail] ▪ Add a letter to make a word that is something you can walk on outside [trail] ▪ Change a letter to make the word that is a form of transportation [train] ▪ Change a letter to make a word that can be found in a sink [drain] ▪ Change a letter to make a word that is used to make break [grain] ▪ Change letters to make a word that in an injury [sprain]

Reading Yesterday you started to learn about ways readers can describe connections between scientific ideas by using the strategy below. Today we will continue practicing this strategy with the passage, Emperor Penguins by Jo Pitkin. Read the passage, Emperor Penguins.

▪ As you read, look for scientific ideas or events. Underline them in the text. ▪ Think: What connects one scientific idea or event to another? Sequence? Cause/effect? —this happened

because… ▪ Say the connection aloud to a caregiver or write it down.

Sample response may be: First, a female penguin lays an egg. Then she leaves to go hunt for food, so the male penguin takes care of the egg by putting it on top of its feet to keep it warm. When the mother returns, the father leaves to go eat, and she takes care of the egg. Finally, the chick hatches and both parents care for it. When it is five or six years old, it is finally an adult and can have its own family.

Guided Practice

56 Lesson 4 Describing Connections Between Scientific Ideas

Genre: Science Article

©Curriculum Associates, LLC Copying is not permitted.

Read

by Jo Pitkin

1 Emperor penguins live in icy Antarctica (ant ARK ti kuh). Like all animals, the penguins change as they grow. The changes are called a life cycle.

2 What is the life cycle of a penguin? First, a female lays an egg. Then she leaves to hunt for food.

3 The male penguin takes care of the egg. He holds the egg on top of his feet and keeps it warm. He stands holding the egg for two months. Then the mother returns. She takes the egg, and the father goes to eat.

4 Finally, the chick, or baby bird, hatches. Both parents care for the chick. Soon, the chick grows new feathers. Now the chick is a fledgling, or young penguin. At five or six years old, the penguin becomes an adult, or fully grown. An adult can start its own family.

Close Reader Habits

How does a penguin change after it hatches? Underline words and phrases that help you understand how a chick becomes an adult penguin.

Emperor Penguins

©Curriculum Associates, LLC Copying is permitted for classroom use.316 Fluency Practice

Form ASubtract within 10.

Subtraction Facts—Skills Practice

1 3 2 1 5

4 6 2 3 5

7 7 2 0 5

10 8 2 6 5

13 7 2 2 5

16 9 2 9 5

19 9 2 4 5

22 2 2 2 5

25 4 2 3 5

28 8 2 2 5

2 5 2 4 5

5 10 2 4 5

8 9 2 8 5

11 10 2 5 5

14 4 2 1 5

17 6 2 5 5

20 8 2 7 5

23 7 2 4 5

26 9 2 6 5

29 6 2 4 5

3 9 2 5 5

6 4 2 2 5

9 8 2 3 5

12 9 2 1 5

15 7 2 5 5

18 10 2 7 5

21 5 2 3 5

24 10 2 1 5

27 10 2 9 5

30 9 2 3 5

What is Your Favorite Color? Red Blue Green Yellow

The students in our class were asked about their favorite color. Each student

answered the question, “What is your favorite color?” The data (information)

collected is below.

5 students liked red. 4 students liked blue. 7 students liked green. 3 students

chose yellow as their favorite color.

1. Can you finish the picture graph by drawing a smiley face to represent one

student?

2. How many students are represented on the picture graph? ___________

3. How many students like red the most? __________ Blue? _________

4. Which color is the students’ least favorite?______________

5. How many more students like red compared to yellow? ____________

6. How many more students like green more than blue? ____________

7. How many students like green and yellow combined? ____________

represents one student

2nd-Week 11: Wednesday

Look at the pictures above. Answer questions 3 and 4 below.

Wednesday Reading Material:

Physical Education – Wednesday

Standard: PE2.1 The physically educated student demonstrates competency in a variety of motor skills and movement patterns. f. Demonstrates the underhand throw while using mature form (facing target, stepping with opposition, transferring weight, and following through).

Warm-ups: 1. Crazy 8’s! Perform the following exercises: 8 jumping jacks, 8 silly shakes (just shake as

silly as you can), 8 high knees, and 8 scissor jumps.

2. Stretch it Out! Choose 4 yoga exercises and hold each for 15 seconds.

Activity: Towel Fold Target Challenge Materials Needed: bath towel and 1 sock ball OR beanbag

Activity Directions: Today you are going to continue working on underhand throwing. Please see attached lesson #2 worksheet titled “Towel Fold Target Challenge” for activity directions. Please refer to lesson #1 for underhand throwing cues.

Questions:

1) Did you enjoy the Towel Fold Target Challenge? Why or why not? 2) Why is it important to step with your opposite foot when underhand throwing?

Towel Fold Target Challenge Directions

Materials Needed: bath towel, sock ball, and two objects to use for a throwing line (ex. two

plastic cups, two shoes, etc.).

Set-up: Lay out a bath towel on the floor and make a throwing line 6-8 feet away with your

plastic cups.

Throwing Line

____ 6-8 feet_________________________________

Directions: Perform one jumping jack from behind the throwing line. Then, underhand throw

the sock ball towards the bath towel. If the sock ball lands on the bath towel, you get to fold

the bath towel in half (making the towel/target smaller). If you miss, retrieve the sock ball, and

go back to the throwing line and try again. Continue this pattern until you have folded the

towel 3 times.

Round 2: Repeat the directions from above but unfold the towel if the sock ball lands on it. If

you miss, retrieve the sock ball, and go back to the throwing line and try again. Continue this

pattern until you have unfolded the towel 3 times.

• Do not forget to perform 1 jumping jack before you underhand throw!

• The sock ball MUST land and stay on the towel for you to fold/unfold it. It does not

count if the sock ball hits the floor first, then rolls on the towel.

• Variation #1: Feel free to move the throwing line closer to the towel if the challenge is

to difficult. Move the throwing line farther away if the challenge is to easy.

• Variation #2: Try some trick throws! Try behind the back, between the legs, or spin

around a few times then throw!

Fulton County Schools, --- Grade 2, Week 11, Week of October 26 – 30, 2020

English Language Arts Thursday October 29, 2020

Phonics Cut up the long vowel a word fluency page so that each word is its own card. Then, sort the cards: To sort the cards: ▪ Choose a card. ▪ Read the word aloud. ▪ Put it in a category. Once you have at least 8 words in each category, read the words aloud, mix them all up, and choose a different category. Possible ways to sort the cards are below.

Sort the cards based on the ‘r’ controlled pattern.

Sort the cards based on the number of sounds in each word.

Sort the cards based on whether it has a blend (2 or more consonants that are right next to each other and you hear each sound).

Reading

Today you are going to read another science article. You have learned in past weeks that readers orient themselves to texts before reading. One way they orient is by looking at the headings. A heading will let you know what the section is mostly about (main idea or topic). In the passage, Seeds Get Around by Kate Hoffman of Ranger Rick, look at the headings.

▪ Based on the headings, what do you think this will be about? ▪ How do headings help readers?

As you read the passage, stop at these spots. After reading paragraph 5:

▪ Often words that are used in informational text may be new to the reader. Readers have several ways of determining the meaning of words. One way is to look at a text feature. In paragraph 5, the text feature is a photograph. How does the photograph help you understand what a pod is and what happens when they open?

After reading paragraphs 7 and 8: What text features or information did you use to determine the meaning of these words: burdock, sticktights, and burs? After reading the passage:

▪ What are some ways seeds get from place to place? ▪ How do “Shooters,” “Floaters,” and the other subheadings help you easily find facts about ways that certain

types of seeds travel?

Writing On Tuesday, you found at least 2 spots in your writing where you had a question or that your reader would have a question. Then you wrote an answer to each question so that it could become part of your piece. Writers call that elaboration. Fancy, huh? Today you will do another step that writers always do when they are almost finished writing a piece, and that is called editing. Editing means to check for errors in capitalization, spelling, and punctuation. A writer never wants his/her readers to be confused by errors. Today you will:

▪ Reread the informational text you have been working on. Read slowly! ▪ Look closely at capitalization, spelling, and punctuation. ▪ Correct the mistakes.

Independent Practice

60 Lesson 4 Describing Connections Between Scientific Ideas

Genre: Science Article

©Curriculum Associates, LLC Copying is not permitted.

Read

1 How do plants get to new places to grow? With help from bunches of seeds on the go!

2 Seeds are travelers. How many of these different kinds of seed-travelers can you find?

Nutty Ones3 Squirrels spend lots of time collecting acorns

and other nuts. Often a squirrel comes back for a nut it has buried. But sometimes it forgets—and then the lucky seed is already planted and ready to sprout!

4 Find a tree full of nuts. Count how many squirrels are busy with the harvest. Are any burying nuts in the ground?

by Kate Hoffman, Ranger Rick

SeedsGet Around

WORDS TO KNOWAs you read, look inside, around, and beyond these words to figure out what they mean.

• sprout

• pods

• hitchhikers

• parachuters

Describing Connections Between Scientific Ideas Lesson 4

61©Curriculum Associates, LLC Copying is not permitted. Lesson 4 Describing Connections Between Scientific Ideas

Shooters5 The small seeds of jewelweed, witch hazel,

and violets grow inside little pods that squeeze them tight. When the time is right, the dry pods pop open—surprise!—and shoot the seeds through the air.

6 Touch one of these seedpods. If it’s just-right ripe, watch the seeds fly!

Hitchhikers7 The seeds of burdock, sticktights,

and certain other plants are called burs. Burs have tiny hooks that grab on to the fur of animals that pass by. This free ride may carry the seeds for miles.

8 Have burs come home stuck to you? Or to your dog?

Independent Practice

©Curriculum Associates, LLC Copying is not permitted.62

Floaters 9 Water is almost always going somewhere. Seeds that

float can bob all the way to a new home. Coconuts are famous for long-distance drifting, but many seeds use water to move.

10 Can you find a seed that floats? Toss it in some water and see if it works as a boat!

Parachuters11 Some seeds have fine, silky hairs. These

hairs can catch a breeze and carry the seeds through the air. Dandelions, milkweeds, and other plants use these “parachutes” to drift.

Lesson 2 Understanding Historical TextLesson 4 Describing Connections Between Scientific Ideas

©Curriculum Associates, LLC Copying is permitted for classroom use.318 Fluency Practice

Subtract from teen numbers.

Subtraction Facts—Skills Practice

1 11 2 2 5

4 13 2 8 5

7 15 2 6 5

10 12 2 3 5

13 13 2 9 5

16 16 2 7 5

19 13 2 6 5

22 15 2 9 5

25 11 2 6 5

28 14 2 9 5

2 14 2 7 5

5 12 2 4 5

8 11 2 5 5

11 14 2 8 5

14 11 2 4 5

17 12 2 6 5

20 18 2 9 5

23 14 2 5 5

26 12 2 9 5

29 16 2 8 5

3 10 2 5 5

6 11 2 9 5

9 15 2 8 5

12 12 2 7 5

15 13 2 5 5

18 14 2 9 5

21 12 2 8 5

24 17 2 9 5

27 15 2 7 5

30 12 2 5 5

Form A

The students in our class were

asked about their favorite

pet. Each student answered

the question, “What is your

favorite pet?” The data

(information) collected is

below.

Favorite Pet

Dog 9

Cat 6

Fish 1

Hamster 3

What is Your Favorite Pet?

X = 1 student

1. Can you fill out the above picture graph

with the data from the table to the left? Be

sure to label each row and draw an X to

represent each student.

2. How many students answered the question, “What is your favorite pet?” _____

3. Which pet is the most popular (the pet with the most votes)? __________________

4. Which pet received the fewest votes? ________________________________________

5. How many more votes did a dog receive than a hamster? ___________________

6. How many people voted for a dog or fish combined? ________________________

7. How many more people voted for a cat than a fish? __________________________

8. How many people voted for a hamster or a fish? _____________________________

Social Studies, Grade 2 Week 11 (October 26-30, 2020)

Thursday

Step 1: Tell your student, “Today, we are going to look at more strategies that are used to receive goods

and services. We looked at other examples, and I want to make sure you remember what they are. Let’s

take a moment to review. I’ll read the definitions below and you must match in with the correct

strategy.”

1. Contests A. Resource goes to the one who is strongest (physical, mental, political); most forceful

2. Force B. Resource goes to those who win an election; voting; consensus; largest number of people are satisfied

3. First-come, first-served C. Resource goes to the most competitive – winner of a race or arm wrestle; survival of the fittest

4. Majority Rule D. Resource goes to the early bird; first in line

Note to parent: The correct answers are provide below.

1. C

2. A

3. D

4. B

Tell your child, “In the picture below, we see an example of lottery. We can see there are three adults at

the table who are playing BINGO. The person who wins bingo randomly wins as long as no one cheats

and each person pays attention. Lottery means that the resource goes to the luckiest person.”

Lottery

Definition: Resource goes to the luckiest; random; fair

Guiding questions: 1. What happens if you are not paying attention and someone

else wins a game, but you could have won if you were paying attention?

2. Who do you think benefits from this strategy? 3. The example illustrated in the picture is BINGO. Can you think

of another example?

Tell your child, “In the picture below, we see an example of sharing. We can see there are children in a

room who are both playing with toys. They have split the toys, so each person can play with one. Sharing

means that multiple people divide the resource.

Sharing

Definition: Resource goes to multiple parties by dividing the resource

Guiding questions: 1. Who do you think benefits from this strategy? 2. Can you think of an example that shows sharing?

Tell your child, “In the picture below, we see an example of authority. We can see there are children

standing in a line at school. There is one child who is selected by the teacher because the teacher has

the authority to direct one person to be the leader. Authority means that the resource or service is given

because it was ordered or directed by another person.”

Authority (or command)

Definition: Resource goes where directed, ordered, told by another person

Guiding questions: 1. Sometimes authority is not fair. Can you think of an example

that shows when the person with authority is not fair? 2. Can you give an example when someone with authority

ordered you to do something?

Name: _____________________________________

Classroom Teacher: ____________________________________

Pitch

Pitch is how high or low a sound is.

A bird makes a high sound. It has a high pitch.

A bear makes a low sound. It has a low pitch.

Can you sing a really high pitch?

Can you sing a really low pitch?

A woman or child who sings with a high voice is called a soprano.

A woman or child who sings with a middle voice is called an alto.

When you sing, are you more comfortable singing with a high sound

or with a middle sound? If you said high, you are a soprano! If you said low, you are an alto!

Think of one lady that you know. What does their singing voice sound like? Are they a

soprano or an alto?

Men who sing with a high voice are called a tenor.

Men who sing with a middle voice are called a baritone.

Men who sing with a low voice are called a bass.

Think of one man that you know. What does their singing voice sound like? Are they a tenor,

a baritone, or a bass?

Today you will take a survey of your family and friends. You will write each person’s name

and what type of singing voice they have. Which voice type do you think most people you

ask will have? __________________ Why? _____________________________ Let’s see if you

are correct!

Survey Directions: Make a list of who you want to include in your survey. Write their names

in the first column. Ask them if they sing high or low. Remember…women and children will

be a Soprano or Alto and men will be a Tenor, Baritone, or Bass!

Name Soprano Alto Tenor Baritone Bass

Fulton County Schools, --- Grade 2, Week 11, Week of October 26 – 30, 2020

English Language Arts

Friday October 30, 2020

Phonics We see, learn, and use words in a variety of ways. Some words we know because we can see them. Examples of this are on a word wall or labels in the grocery store. Some words we know because we see and use them in books. Some words we know and use in conversations.

▪ Use the cards that you cut out for yesterday’s lesson. ▪ Sort the words into these 3 categories. ▪ Remember, when you sort the words you must first read the word aloud. Then, you explain why you are placing the word in the category.

Reading You have been reading science texts this week and learning how to describe connections between scientific ideas or events. Today you will practice that strategy again with the passage from yesterday, Seeds Get Around by Kate Hoffman of Ranger Rick. Reread the passage, Seeds Get Around.

▪ As you read, look for scientific ideas or events. Underline them in the text. ▪ Think: What connects one scientific idea or event to another? Sequence? Cause/effect? —this happened

because… ▪ Say the connection aloud to a caregiver or write it down.

Remember, you might use words like: o First ______ happened. Then ______happened, and finally _____. (sequence) o This (idea) happened because______. (cause/effect)

Second Grade – Unit 2 Review

Becoming Fluent with Addition and Subtraction

Solve the following problems.

1. Ronnie has 2 dimes and 3 pennies. How much money does he have? _____________

2. Sarita has 5 dimes, 3 nickels and 4 pennies. How much money does she have? ________

3. Sarah has 24 pieces of gum. She chewed 3 pieces and gave 6 pieces away. How

many pieces does she have left?

4. Danica has 36 apples. She used 14 to make applesauce. How many apples does she

have left?

5. Jack baked 45 cookies on Monday. On Tuesday he baked 22 more. He decided to

give 12 away to his neighbor. How many cookies does he have left?

6. Luca made 40 brownies for the bake sale. She decided to also make 35 Rice Krispy

treats. How many items did she make altogether?

7. My teacher graded 62 papers on Monday and 14 more on Tuesday. How many papers

did she grade altogether?

8. There were 22 fish in an aquarium and 35 fish in the other aquarium. At noon, 10 fish

were sold. How many fish were left in the aquariums?

9. McKenzie had 29 pieces of candy in her bag. She ate 12 pieces. Her brother gave her

18 more. How many pieces of candy does McKenzie have?

10. There were 84 people at the football game. 16 more people came to the game, but

20 decided to leave early. How many people were left at the football game?

11.

20 – 12 = ______

12.

_____ + 6 = 14

13.

9 + _____ = 16

14.

15 + _____ = 19

15.

13 – 8 = ______

16.

6 + _____ = 13

17.

20 - _____ = 16

18.

18 - ____ = 15

19.

5 + 7 = ______

20.

11 – 3 = _____

21.

18 + _____ = 20

22.

4 + 6 = ____

23.

2 + 8 + _____

24.

_____ + 13 = 20

25.

10 – 3 = _____

26.

6 + 3 = ____

27.

11 + 4 = _____

28.

8 + ____ = 16

29.

12 – 8 = _____

30.

19 – 9 = ____

2nd-Week 11: Friday

Observe how force is being used in the pictures. Answer the

questions below.

Why to be Brave

Everyone feels fear from time to time. We can be afraid of getting hurt,

embarrassed, or maybe we are afraid of failing. Courageous people do feel fear, but

they are able to manage and overcome their fear so that it does not stop them acting.

They have trained themselves to manage their emotional response to fear, so that they

manage it rather than it managing them.

Directions: Write or discuss the following with an adult, friend, or sibling.

Let’s practice writing brave words. Write the sentence below word for word.

I will be brave and share my greatness with the world.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Tell about a time when you were afraid and had to be brave.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Bravery / noun / Courageous behavior or

character. having or showing mental or moral

strength to face danger, fear, or difficulty