2nd Grade Reading/ELA Menu

Week Of: April 13 - 17 Ongoing Expectations: • 30 minutes of reading daily. *EPIC! Class code: vhk8678 30 min a day/ 30 min al día English: * Chester the Brave * Baby

Animals Savanna Habitats, * students’ choice Spanish: **Lagartija Lisa: ¡El Cielo Se Está Cayendo! *Rocas * Students’ choice

• Handwriting Practice using cursive Aa-Zz handwriting sheets.

• Choose at least 3 activities from choices below for this week

Poetry Focus:

Alliteration

After reading, Tigers, the student

can (pick at least 1):

* Discuss: What was the author’s

purpose in writing the poem? How

did you feel when reading the poem?

Did you think the poem was silly or

serious?

* Create a visual image of what the

poet describes. (visualization)

* Write your own Alliterative Poem.

Alliteration is a repeating first sound.

The poem is located at the end of the

next page.

Fiction Focus:

Making Connections

Choose your favorite book OR

read Chester the Brave on

EPIC

Record a video or write to

answer these questions.

*What kind of connection did

you have to the text? (Text-

Self, Text-Text, Text-World)

*How does the story connect to

your life? What are some things

that are the same? What are

somethings that are different?

Nonfiction Focus:

Adding to Schema

Read any nonfiction text or

Baby Animals Savanna

Habitats on EPIC

*Record a video or write:

What real information did you

learn? Explain how this story

adds to your schema on food

chains, animals, or habitats.

Word Study: Syllables

Color Code the Syllables

Write each word three times,

using a different color for each

syllable. For example:

wishful wishful wishful

painful painful painful

Spelling List: wishful,

painful, later, water, myself,

python

Sight Word Activity:

Read & Act

Write each sight word on a

small piece of paper, card, or

Post It note. Turn words over so

you cannot see the word. Pick a

word, read it out loud, and then

act it out. OR

Make it a game- Pick a word

but don’t say it out loud. Act it

out and see if someone can

guess the word.

This week’s sight words:

thought, belong, warm,

small, mean

Author’s Corner: Hello? It’s me.

Write a letter to someone in your

class. It can be a friend or your

teacher. Remember the parts to

include in your friendly letter (date, greeting, body, closing,

signature). If you need help

remembering, watch the

BrainPop video: Click here.

BrainPop User ID: lawhon01

password: dolphins

Once you are done with your

letter, reread to check that your

sentences are complete. Take a

picture of your letter and send it

to your teacher. If you’d like, ask

your teacher to send it to the person

you wrote it to, so they can read it

too!

Poem of the Week:

Menú de aprendizaje a distancia de 2º grado

Semana: Abril 13-17 Expectativas:

• 30 minutos de lectura diaria. Favor de usar EPIC. *Lagartija Lisa: ¡El Cielo Se Está Cayendo! *Rocas *

Elección del estudiante.

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

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

Enfoque de poesía:

Aliteración Después de la lectura, el

estudiante puede: * Comenta: ¿Cuál fue el propósito

del autor al escribir el poema?

¿Cómo te sentiste al leer el poema?

¿Creías que el poema era tonto o

serio?

* Crear una imagen visual de lo que

describe el poeta. (visualización)

* Escribe tu propio poema

aliterativo. La aliteración es un

primer sonido repetitivo.

El poema se encuentra al final de la

página siguiente. Es el viento

Enfoque de ficción:

Hacer conexiones

Elija uno de sus libros favoritos

o Lagartija Lisa: ¡El Cielo Se

Está Cayendo! EPIC y

discutan:

Grabe un video o escriba para

responder estas preguntas.

* ¿Qué tipo de conexión tenías

con el texto? (Texto propio,

Texto-Texto, Texto-Mundo)

* ¿Cómo se conecta la historia

con tu vida? ¿Cuáles son

algunas cosas que son iguales?

¿Cuáles son algunas cosas que

son diferentes?

Enfoque expositivo:

Agregando al esquema

Lean cualquier libro

expositivo o Rocas EPIC

Noten y discutan:

* Grabar un video o

escribir:

¿Qué información real

aprendiste?

Estudio de palabras:

Código de colores de las

sílabas

Escriba cada palabra tres veces,

usando un color diferente para

cada sílaba.

aguja

kilo

banana

dicha

receta

helado

Actividad de palabras

frecuentes:

Leer y actuar

Escriba cada palabra de alta

frecuencia en un pequeño trozo

de papel, tarjeta o nota Post It.

Dé vuelta las palabras para que

no pueda ver la palabra. Elija

una palabra, léala en voz alta y

luego actúe. O conviértalo en

un juego: elija una palabra pero

no la diga en voz alta. Actúe y

vea si alguien puede adivinar la

palabra.

Palabras de alta frecuencia de

esta semana:

tortuga

flor

triste

Escritura:

¿Hola? Soy yo. Escribe una carta a alguien de tu

clase. Puede ser un amigo o tu

maestro. Recuerde las partes que

debe incluir en su carta amistosa

(fecha, saludo, cuerpo, cierre,

firma).

Una vez que haya terminado con

su carta, vuelva a leer para

verificar que sus oraciones estén

completas. Tome una foto de su

carta y envíela a su maestro. Si

lo desea, pídale a su maestro que

se lo envíe a la persona a quien

se lo escribió, ¡para que también

pueda leerlo!

Es el viento

Silba y silba el viento…

suaves susurrus suenan

en el silencio

Suena la luna

con los suaves susurrus

desde su cuna

Enfoque de Ciencias

Sociales

Elija por lo menos una de las actividades a continuación:

Carreras, bienes y

servicios

(Productores y

consumidores)

Observen el siguiente video BrainPopJr para aprender sobre

bienes y servicios. Lección está en inglés

https://jr.brainpop.com/socialstudies/economics/goodsandservices/

BrainPopJr Log In:

User ID: lawhon01

Password: dolphins

*Draw a table on one side draw or write 5 goods and on the other

5 services. / Haz una table dibuja o escribe 5 bienes y en el otro

lado 5 servicios

Bienes | Servicios

*Do the following math problems differentiating Consumers and

producers/ Realice los siguientes problemas matemáticos

diferenciando a consumidores y productores

Conexión con Matemáticas

2nd grade Math Menu

Week Of: April 13-17

Choose at least 3 of the following 9 activities to complete this week. **At the end of the menu, you will find information for helping you work with your student on activities marked as new

content. This material has not been previously taught in the classroom.

Show Me the Fraction

Label each picture with halves, fourths, or eighths to describe how the rectangles are divided

More or Less

Divide Circle A into halves. Divide Circle B into fourths. Circle A Circle B Which circle has more pieces? Answer_____________________ Which circle has larger pieces? Answer_____________________ *Questions to ask:

- Why are the pieces bigger?

- If this were cake, which piece would

you want?

- How are they alike?

- How are they different?

Examples/Nonexamples

Use the images below. Give a reason why each of the pictures does or does not belong with the rest.

*Questions to ask:

- How do you know this is or is not a fraction?

- What makes this a fraction?

- How are they alike?

- How are they different?

Math Fact Practice

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

* log in using your lunch card number &

birthdate

Site Code: 4834440

Number Sense Practice

Which one doesn’t belong?

* Find a reason why each one does not belong

* Explain/record your thinking

Math Fact Practice

Flip TEN (make a ten) Materials: UNO cards or deck of cards (remove all ZERO & non-number cards) How to Play: Student will line up cards in four rows of five. They will flip two cards over. If the sum of the two cards equals 10, they take the cards and replace the cards with two more from the deck. The game ends when there are no more matches left.

Which One Doesn’t Belong?

Materials:

• Paper and pencil

Which shape doesn’t belong with the

others? Explain your reason. There is

more than one right answer.

Think Critically

Materials:

• Pencil or paper

Lainey wanted to measure her

bookshelf in her bedroom. She

decided to measure it twice. Once

using paperclips and the other using

unsharpened pencils. Which item

would she use less of? Why do you

think that?

Counting Coins Game Link

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

y_counting

Click on the link to play the counting coins

game.

*Questions to ask:

- How do you know the name of each

fraction?

- What do you notice about these

fractions?

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

https://www.abcya.com/games/place_value_hockey https://www.abcya.com/games/guess_the_number

This information is for parents and guardians to support students in NEW learning for the week.

Fractions TEKS 2.3A(S) Partition objects into equal parts and name the parts including halves, fourths, and eighths, using words 2.3B(R) Explain that the more the fractional parts using to make a whole, the smaller the part and the fewer the

fractional parts, the larger the part 2.3C(S) Use concrete models to count fractional parts beyond one whole using words and recognize how many parts it

takes to equal a whole

2.3D(S) Identify examples and non-examples of halves, fourths, and eighths

Prior Knowledge Students started building a conceptual understanding of fractions in first grade. First graders partitioned 2D shapes into two and four fair shares, described fractional parts using words and identified examples and non-examples of

halves and fourths.

TEKS TALK • This is students first experience with the term fraction • Students in 2nd grade work with whole or area models (not sets) • All fraction TEKS should be embedded. They should not be taught in

isolation. Each lesson, through questioning, can cover all the TEKS. • Students in 2nd grade have 6 skills they have to master regarding

fractions. Students need to: o Partition objects into equal parts

o Name parts with words: halves, fourths and eighths

▪ Students do not have to learn fraction notation (Example: ) ▪ Students are not expected to know the term numerator and denominator

o Explain: more parts = smaller the part, less parts = larger the part

o Count fractional parts (beyond a whole)

o Recognize how many parts are in 1 whole o Find examples/non-examples of halves, fourths and eighths

2nd grade is the foundation for student’s fraction understanding. Lessons should be based on hands-on

fraction activities.

Instructional Talk video

https://www.youtube.com/watch?v=mM2jntTSbrc&feature=youtu.be

Creating a Fraction Kit

Use 4 different colors of construction paper. Cut each piece of construction paper into 4 strips. Each

child will need one strip of each color. As the students fold the paper have them predict how many

pieces they will have when they open and cut.

1. Have students label the purple strip as “one whole”.

2. Have the students fold the orange strip in half, crease it hard so that it makes a definite line,

and then cut on the line (it should make two pieces.) Have them label each “one half”.

3. Have students fold the red strip in half, and then fold it in half again. Have them cut each

crease and label each piece as “one fourth”.

4. Have students fold the blue strip in half, then fold it in half again, and fold it in half a third time.

Label each piece “one eighth” .

See example picture below:

LABEL using words not fraction notation.

EXTRA MATH