distance learning packet week 3 · dancing through the trees and the pretty flowers growing...

2nd GRADE

Distance Learning Packet

Week 3

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Table of Contents ENGLISH LANGUAGE ARTS

ELA Lesson 1………………………………………………………………………… page 2

ELA Lesson 2………………………………………………………………………… page 11

ELA Lesson 3………………………………………………………………………… page 15

ELA Lesson 4………………………………………………………………………… page 19

ELA Lesson 5………………………………………………………………………… page 24

MATHEMATICS

Math Lesson 1………………………………………………………………………… page 26

Math Lesson 2………………………………………………………………………… page 28

Math Lesson 3………………………………………………………………………… page 30

Math Lesson 4………………………………………………………………………… page 32

Math Lesson 5………………………………………………………………………… page 34

SCIENCE

Science Lesson 1……………………………………………………………………... page 36

Science Lesson 2……………………………………………………………………... page 39

SOCIAL STUDIES

Social Studies Lesson 1……………………………………………………………... page 43

Social Studies Lesson 2……………………………………………………………… page 45

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ENGLISH LANGUAGE ARTS - Week 3 Lesson 1.1: Sight Word Practice Learning Objective 1: Students will review how to practice sight words by using their sight word flashcards and the following routine. English Language Arts Standard:

• RF .2.3.F: Recognize and read grade-appropriate irregularly spelled words. ________________________________________________________________________________ Directions (Learning Objective 1): Practice your sight words with a partner using this routine.

1. Have your partner hold up or point to the sight word flashcard and say the word. 2. Student will repeat the word out loud. 3. The person h the card will point to each letter. 4. Student will say each letter out loud, spelling the sight word. 5. Student will say the sight word again. 6. Student will use the sight word in a sentence.

*Repeat This Practice Daily for Lessons 1-5*

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Sight Word Flash Cards

how want saw different mother answer

land home world follow years sentence

give such because turn people water

would write after over or two

be green take every come going

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ENGLISH LANGUAGE ARTS - Week 3 Lesson 1.2: Reading and Responding Learning Objective: Students will be able to recall elements in the story by telling about a character and event that surprised them. English Language Arts Standards:

• RL.2.2: Recount stories, including fables and folklore from diverse cultures, and determine their central message, lesson, or moral.

• RL.2.7: Use information gained from the illustrations and words in print or digital text to demonstrate understanding of its characters, setting, or plot.

• RF.2.4.B: Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

• 2.W.3: Write narratives in which they recount a well-elaborated event or short sequence of events; include details and describe actions, thoughts and feelings; use temporal words to signal event order and provide a sense of closure.

________________________________________________________________________________ Directions:

1.) Students will watch the teacher read aloud of “Little Red Riding Hood”. The students should whisper read along with the teacher using provided copy of the story.

2.) During the read aloud the teacher will highlight and emphasize the different story elements, such as the story characters and settings. Students should underline these story elements.

3.) After reading and coding of the story, students should see ‘Readers Response’ activity in packet.

4.) Students will read the response questions: What surprised you the most? What kind of character is the wolf? Students should recall key details from the story and discuss each question.

5.) Students will write down responses to each question in the space provided. Remember to use complete sentences, write neatly, check upper/lower case letters, and punctuation.

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Little Red Riding Hood

Retold and adapted by Noelle

Once upon a time there was a dear little girl who was loved by everyone who met

her, but most of all by her grandmother. The grandmother had given her

granddaughter a little cape of red velvet, which suited her so well that she never wore

anything else. This is how the girl came to be called Little Red Riding Hood.

One day the girl’s mother said to her, “Little Red Riding Hood. I have made a pot

of soup. Take it to your grandmother. She is ill and weak, and the soup will do her

good. Leave before the soup gets cold and be sure to walk carefully. Do not run off the

path because you may fall and spill the soup, and then your grandmother will get

nothing. Remember to say good morning, and don’t forget to open the curtains. “

“I will be careful,” said Little Riding Hood. “I promise.”

The grandmother lived out in the woods, half a mile from the village. Just as

Little Red Riding Hood entered the woods, a wolf approached her. Little Red Riding

Hood was not all afraid of him because she did not know what a wicked creature he

was.

“Good day, little Red Riding Hood,” said the wolf. “Thank you kindly, Wolf,” she responded. “Where are you off to so early, Little Red Riding Hood?”

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“To my grandmother’s.” “What do you have in your basket?” he asked as he inched in closer. “A pot of soup. I’m taking it to my poor, sick grandmother to make her stronger.” “Where does your grandmother live, Little Red Riding Hood?” “A good quarter mile farther on in the woods. Her land stands under the three large oak trees. You surely must know it,” replied Little Red Riding Hood. The wolf thought, I am so tired of looking for my own food. If I pretend to be the girl’s

grandmother, I could have all the food I ever wanted brought right to me in bed. I

must act craftily, so as to fool the grandmother and the girl.

The wolf walked for a short time by the side of Little Red Riding Hood, and then

he said, “See how pretty the flowers are. Why don’t you look around? You walk so

carefully that you miss the beautiful scenery.”

Little Red Riding Hood raised her eyes from the path and saw the sunbeams

dancing through the trees and the pretty flowers growing everywhere. She decided to

pick some flowers for her grandmother. She ran from the path to search for the

prettiest ones. Soon she was deep in the woods.

Meanwhile the wolf ran straight to grandmother’s house and knocked on the

door.

“Who’s there?”, Grandmother asked.

“A friend of Little Red Riding Hood’s replied the wolf.

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“She was one her way to visit you, but she fell and hurt herself. We must help her!”

“Oh, my goodness! Come in and help me get ready. I will help you, Grandmother

called.

The wolf went inside the house. He laced up grandmothers’ shoes and they raced off to

save Little Red Riding Hood.

The wolf gently led Grandmother deeper and deeper into the forest, careful to

avoid Little Red Riding Hood. Grandmother was so worried about her granddaughter

that she did not notice how dark and chilly the forest had become.

They reached a swampy area, where very little light poked through the tall trees

above. The air was damp and smelled of rotting wood. The soft ground grabbed at their

feet, squishing up all sides.

The wolf told Grandmother that Little Red Riding Hood was out just a bit further,

stuck in quicksand. He said he would grab a vine for them to hold, and then they would

pull the girl to safety. Grandmother walked to where the wolf pointed and cried, “My

dear grandchild, where are you?”

With each step, Grandmother noticed that the ground pull at her feet harder and

harder, until she could no longer move. Knee-deep in the quicksand, she yelled to the

wolf for help, but he was already on his way back to the cottage to wait for Little Red

Riding Hood.

When the wolf arrived, he went inside and dressed himself in one of

Grandmother’s caps. Then he drew the curtains, crawled into bed, and pulled the

sheets up past his hairy chin.

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Little Red Riding Hood had been running about picking flowers, and when her

arms were full, she headed for her Grandmother’s house.

She arrived and called out, “Good Morning”, but she heard no reply. She let

herself into the cottage and went straight to her grandmother’s bedroom as her mother

had instructed her to do.

She pushed open the bedroom door, greeted her grandmother, and opened the

curtains. Her grandmother was laying in bed with her cap pulled down to her eyes and

the sheets pulled up to her chin.

“Oh, Grandmother”, she said. “What big ears you have”.

“The better to hear you with, my child”, was the reply.

“And Grandmother”, what big eyes you have!”, she exclaimed.

“The better to see you with, my dear”.

“But, Grandmother, what big hands you have”!

“The better to hug you with my child”, the voice croaked.

“Oh, but Grandmother, what a terrible big mouth you have! Little Red Riding Hood

cried.

“The better to eat your delicious food with, my dear”.

The wolf’s mouth watered as the smell of the soup drifted under his long nose. He was

delighted-he would never have to look for his own food again!

As Little Red Riding Hood took the soup from her basket, she saw someone

coming up the path to the cottage. It was Grandmother being helped along by some

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animals from the forest! The girl turned to look at the bed, only to see the wolf

scrambling out of the window, still wearing Grandmother’s cap!

The animals helped grandmother back into bed and set out to find the wolf. They

were very angry at the wolf for tricking the poor grandmother and the sweet little girl.

Terrified, the wolf stumbled right into the quicksand. The animals left him there as

punishment for what he did.

Back at the cottage, Little Red Riding Hood listened to her grandmother’s story

as she helped clean the quicksand from her grandmother’s feet. They each ate a bowl of

the delicious soup, and Little Red Riding Hood promised never to stray from the path

again.

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Readers Response to “Little Red Riding Hood” Please write a response to each question using the reading in the space provided below. Try your best to use complete sentences, watch for uppercase letters and punctuation.

1. What surprised you the most in the story “Little Red Riding Hood”?

___________________________________________________________________________________________________________________________________________________________________________________________________

2. What kind of character is the wolf? (Good, trustworthy, evil, bad, villain, brave, etc.)

____________________________________________________________________________________________________________________________________________________________

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ENGLISH LANGUAGE ARTS - Week 3 Lesson 2: Reading and Responding Learning Objective: Students will be able to sequence story events by competing graphic organizer. English Language Arts Standards:




________________________________________________________________________________ Directions:

1. Students will start their reading lesson by reading pages 2-3 of the story “The Cowardly Lion”. 2. Students should stop and recall story events every page. 3. After reading todays section students should discuss with someone what happened in the

story. Summarizing the key details. (Only for pages 2-3.) STOP at page 3. 4. Students will review teacher model provided in the packet. Noting the “beginning” and focusing

on key details such as character and setting. 5. Students will then apply skills to their own organizer focusing on the beginning of the story

“The Cowardly Lion”. 6. Students should double check writing. Making sure handwriting in neat, words are spaced,

upper/lower case letters are correct, punctuation is included, and sentences are complete.

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Story Map: Teacher Model

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Story Map Directions: Read “The Cowardly Lion” and tell what happened during the beginning of the story. Write one sentence and draw a picture. Beginning Sentence

Drawing

Middle Sentence Drawing

End Sentence

Drawing

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• 2.W.3: Write narratives in which they recount a well-elaborated event or short sequence of events; include details and describe actions, thoughts, and feelings; use temporal words to signal event order and provide a sense of closure.

________________________________________________________________________________ Directions:

1. Students will start their reading lesson by reading pages 4-6 of the story “The Cowardly Lion”. 2. Students should stop and recall story events every page. 3. After reading todays section students should discuss with someone what happened in the

story. Summarizing the key details. (Only for pages 4-6.) STOP at page 6. 4. Students will review teacher model provided in the packet. Noting the “middle” and focusing on

key details such as character and setting. 5. Students will then apply skills to their own organizer focusing on the middle of the story “The

Cowardly Lion”. 6. Students should double check writing. Making sure handwriting in neat, words are spaced,

upper/lower case letters are correct, punctuation is included, and sentences are complete.

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Story Map Directions: Read “The Cowardly Lion” and tell what happened during the middle of the story. Write one sentence and draw a picture. Beginning Sentence

Drawing


End Sentence

Drawing

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________________________________________________________________________________ Directions:

1. Students will start their reading lesson by reading pages 7-1 of the story “The Cowardly Lion”. 2. Students should stop and recall story events every page. 3. After reading todays section students should discuss with someone what happened in the story. Summarizing the key details. (Only for pages 7-11.) STOP at page 11. 4. Students will review teacher model provided in the packet. Noting the “ending” and focusing on key details such as character and setting. 5. Students will then apply skills to their own organizer focusing on the ending of the story “The Cowardly Lion”. 6. Students should double check writing. Making sure handwriting in neat, words are spaced, upper/lower case letters are correct, punctuation is included, and sentences are complete.

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Story Map Directions: Read “The Cowardly Lion” and tell what happened during the end of the story. Write one sentence and draw a picture. Beginning Sentence

Drawing


End Sentence

Drawing

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ENGLISH LANGUAGE ARTS - Week 3 Lesson 5: Reading and Responding Learning Objective: Students will be able to sequence story events by retelling story identifying the beginning, middle, and end. English Language Arts Standards:




________________________________________________________________________________ Directions:

1. Students should review their graphic organizers. Make sure to revise, edit, and correct sentences. 2. Students will use their “beginning, middle, end” sentences from the organizer to rewrite on the writing sheet provided in the packet. Make sure to keep writing neat, and to follow their organizer. 3. After completing their sentences and retelling the story, “The Cowardly Lion”, students should draw a picture of an event from the story. Drawings should include some key details such as character or setting.

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Retelling “The Cowardly Lion” Directions: Retell the story “The Cowardly Lion”.

• Use your “beginning, middle, end” sentences from your story map to retell the story.

• Make sure to keep writing neat, and to follow their organizer.

• When you are finished retelling the story, draw a picture to show your thinking.

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MATHEMATICS - Week 3 Lesson 1: Time Facts Learning Objective: Students will review time facts by completing the guided class practice. Math Standard:

• 2.MD.C: Work with time and money ________________________________________________________________________________ Directions: Complete the guided class practice.

1. Read each question out loud. 2. Answer each question. 3. Show your work.

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MATHEMATICS - Week 3 Lesson 2: Time Facts Learning Objective: Students will review time facts by completing the guided class practice. Math Standards:

• 2.MD.D: Represent and interpret data. • 2.MD.C: Work with time and money.

________________________________________________________________________________ Directions: Complete the guided class practice.


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MATHEMATICS - Week 3 Lesson 3: Time Facts Learning Objective: Students will review time facts by completing the guided class practice. Math Standards:

• 2.0A.B: Add and subtract within 20. • 2.MD.D: Represent and interpret data. • 2.MD.C: Work with time and money.



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MATHEMATICS - Week 3 Lesson 4: Time Facts Learning Objective: Students will be able to represent data by creating a graph. Students will be able to solve addition problems by completing the guided practice. Math Standards:

• 2.MD.D.10: Represent and interpret data. • 2.OA.A.1: Add and subtract within 20.



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MATHEMATICS - Week 3 Lesson 5: Addition Facts Learning Objective 1: Students will review addition facts by completing the addition “fast practice” sheet. Math Standard:

• 2.0A.B: Add and subtract within 20. ________________________________________________________________________________ Directions: Complete the addition fast practice worksheet.

1. Read the answers to a partner out loud. 2. Ask a partner to time you for one minute as you write your answers. 3. Ask your partner to check your paper and write your score. 4. Make any corrections and finish writing the answers.

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SCIENCE - Week 3 Lesson 1:

Living vs. Non-living Things Learning Objective: Students will be able to identify living and nonliving things by discussing differences that make them unique. Science “Core” Standards:

• L1: Organisms are organized on a cellular basis and have a finite life span. • L2: Organisms require a supply of energy and materials for which they often depend on, or

compete with, other organisms. ________________________________________________________________________________ Directions: First, read through the lesson on “Living vs. Non-living Things.” Then, complete the

worksheet that follows.

What are living things?

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What are nonliving things?

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Directions: Look at each picture at the top of the page. If the picture is of a living thing, write the

name of the living thing in the left column. If the picture is of a nonliving thing, write the name of the

living thing in the right column.

Living vs. Non-living Things: Sort!

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SCIENCE - Week 3 Lesson 2: The Basic Needs of Living Things Learning Objective: Students will be able to identify how living things grow and survive by discussing the need for water, air, food, sunlight, and shelter. Science “Core” Standards:

• L1: Organisms are organized on a cellular basis and have a finite life span. • L2: Organisms require a supply of energy and materials for which they often depend on, or

compete with, other organisms. ________________________________________________________________________________ Directions: First, read through the lesson on “the basic needs of living things.” Then, complete the

labeling activity.

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Directions: Look at each picture on the page. Label each picture based on the needs of living things

listed in the notes printed above.

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Directions: Draw a picture of a living thing found at your home. Below your drawing finish the

sentence starters at the bottom of the page by writing a description of the living thing you drew and

what it needs to survive.

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SOCIAL STUDIES - Week 3 Lesson 1: Character Traits of Good Citizens Learning Objective: Students will be able to identify what good citizens are by discussing character traits of good citizens in school, at home, and in the community. Social Studies “Anchor” Standards:

• C2: Citizens have individual, rights, roles, and responsibilities. • C3: An understanding of civic and political institutions in society and the principles these

institutions are intended to reflect including knowledge about law, politics, and government are essential to effective citizenship.

________________________________________________________________________________

Directions: Read the following sentences about character traits in the column on the right. Cut the

words below and paste the correct word next to its meaning.

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SOCIAL STUDIES - Week 3 Lesson 2: Rules, Laws, and Government Learning Objective: Students will be able to identify the differences between rules and laws by discussing various scenarios that may take place in school, at home, or in the community. Social Studies “Anchor” Standards:

• C2: Citizens have individual, rights, roles, and responsibilities. • C3: An understanding of civic and political institutions in society and the principles these

institutions are intended to reflect including knowledge about law, politics, and government are essential to effective citizenship.

________________________________________________________________________________

Directions: First, review the notes below on rules vs. laws. Then, complete the following worksheet.

Rules vs. Laws

What is a Rule?

A rule is something we can or cannot do.

What is a Law?

A law is a rule that people in a community Must follow.

distance learning packet week 3 · dancing through the trees and the pretty flowers growing...

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