student learning extension opportunities kindergarten-grade 2€¦ · student learning extension...

Student Learning Extension Opportunities Kindergarten-Grade 2

Directions: These learning activities are provided for practice opportunities. Refreshing your memory of the concepts learned and keeping your mind engaged will help you maintain the skills you have learned. These learning activities are designed to provide practice over the course of the week, so spread out the work. We look forward to seeing you back in class soon.

WEEK ONE Reading and Writing (Science and Social Studies Integration):

Week 1, Day 1 ● Read a book at your reading level for fifteen minutes. Keep track of your daily reading on the

reading log below.● Kindergarten: Complete the following writing prompt worksheet: “If I could be an animal, I

would be ________.”● Grade 1: Read the passage, “The Truth About Koalas.” After reading, answer the two

questions and write sentences describing how your day is different from a koala’s day. Besure to use details from the story.

● Grade 2: Read the passage, “A New Home.” After reading, answer the questions and writeabout a time you were afraid or sad, but turned out to be happy in the end.


reading log below.● Kindergarten: Complete the kindergarten letter-sound phonics activity, “Phonics:

Letter-Sound Dominoes” to practice.● Grade 1: Read the passage, “How the Wright Brothers Learned to Fly.” After reading, answer

the two questions and write at least three sentences describing what the Wright Brotherslearned from watching birds. Be sure to use details from the story.

● Grade 2: Read the passage, “A Real-Life Action Hero.” After reading, answer the questions.


reading log below.● Kindergarten: Work with a family member to complete Investigation 1: Observing Trees.● Grade 1: Read the passage, “The Fastest Cat on the Block.” After reading, answer the two

questions and write three things cheetahs can and cannot do.● Grade 2: Read the passage, “Making a Difference, One Bag at a Time.” After reading,

answer the questions and write how the Care Bags Foundation is making a difference.


reading log below.● Kindergarten: Complete the following writing prompt worksheet: “If I had three wishes, my

wishes would be ________.”● Grade 1: Read the passage, “Looking for Change.” After reading, answer the questions and

draw a picture of Harry’s all-weather wardrobe.● Grade 2: Read the passage, “Growth and Change.” Answer the questions and write an

ending to the story.

Student Learning Extension Opportunities Kindergarten-Grade 2


reading log below. ● Kindergarten: Complete the kindergarten letter-sound phonics activity, “Phonics: Brown Bag

It” to practice. ● Grade 1: Read the passage, “Cook Up a Surprise.” After reading, answer the two questions

and write sentences describing how the class and teacher feel about each other. Be sure to use details from the story.

● Grade 2: Read the two passages, “Slow Food and Eating Together.” After reading, answer the six questions.

Mathematics: Week 1, Day 1

● Complete the appropriate grade-level worksheet(s) labeled Grade K, 1, or 2. Week 1, Day 2

● Complete the appropriate grade-level worksheet(s) labeled Grade K, 1, or 2.

Week 1, Day 3 ● Complete the appropriate grade-level worksheet(s) labeled Grade K, 1, or 2.

Week 1, Day 4

● Complete the appropriate grade-level worksheet(s) labeled Grade K, 1, or 2.

Week 1, Day 5 ● Complete the appropriate grade-level worksheet(s) labeled Grade K, 1, or 2.

Reading Log

Read a book at your reading level for fifteen minutes. Keep track of your daily reading on the reading log below. You may use the 100 Ways to Raise a Reader menu to read texts in a variety of different ways.

Title(s)

Day 1 Day 2 Day 3 Day 4 Day 5

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Read

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ascota o muñeco de peluche

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ano o primo

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entor

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iñera

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o familia

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irector, maestro, o consejero

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po o líder juvenil

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lub de lectura (privado o enlínea)

Leer a alguien por Skype,Facetim

e, o WhatsApp

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ómics, novela grafica, chistes

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Libros escritos en dos idiom

as ootro lenguaje

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anualidades

Poesía, obra de teatro, m

usical,o

discursos

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uentos de fantasías, mitos o

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Un libro que ahora es película

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anual o algo que te enseñeuna nueva tecnología ohabilidad

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ue quisierasvisitar

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recomendación

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undo

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Lee sobre tu salud, nutrición, o elejercicio

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itando lasvoces de cada personaje

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nción en YouTube

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cada pagina de un libro

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Leer en la tina del baño (sinagua

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En el sofá, en una alm

ohada,dentro de una cobija

Instrucciones: Usa las siguiente lista para animar a sus niños a escoger lo que d

esean leer, durante el

tiempo que pued

an. Necesitam

os su ayuda para inspirar a una com

unidad

de lectores.

Leer a Leer con

#1forKids

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QU

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¿QU

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Draw a picture of your animal.

If I could be an animal, I would be...

Kindergarten, Week 1, Day 1

Phonics

K-1 Student Center Activities: Phonics ©2005 The Florida Center for Reading Research (Revised, 2008)

ObjectiveThe student will match initial phonemes to graphemes.

MaterialsPicture/letter domino cards (Activity Master P.016.AM1a - P.016.AM1e) Copy on card stock, laminate, and cut.

ActivityStudents match initial sounds of pictures to letters while playing a domino game. 1. Scatter domino picture cards face up on a flat surface.2. Taking turns, student one places the START domino on the table, names the picture on the

other side of the domino, and says its initial sound (i.e., “lamp, /l/”).3. Looks for a domino with the letter that corresponds to the initial sound, names it, and says

its sound (i.e., “l, /l/”). Connects the two dominoes.4. Student two names the picture on the other side of the domino (i.e., “hammer”), says its

initial sound (i.e., “/h/”), and finds the domino with the corresponding letter. Names theletter and says its sound (i.e., “h, /h/”). Connects it to the domino.

5. Continue until all dominoes are connected.6. Peer evaluation

P.016 Letter-Sound CorrespondenceLetter-Sound Dominoes

Extensions and AdaptationsMake and use final sound picture/letter domino cards (Activity Master P.016.AM2).Make and use medial sound picture/letter domino cards (Activity Master P.016.AM2).Make and use upper- and lowercase letter domino cards (Activity Master P.016.AM2).

STARTL

H

J XN C


Phonics

K-1 Student Center Activities: Phonics©2005 The Florida Center for Reading Research (Revised, 2008)

Letter-Sound Dominoes

domino cards: START/lamp, L/hammer, H/zebra, Z/umbrella, U/jacks, J/quilt

STAR

T LUZ

HJ

P.016.AM1a


Page intentionally left blank so activity

on the other side can be cut out.

Phonics


P.016.AM1b Letter-Sound Dominoes

domino cards: Q/nine, N/inch, I/monkey, M/cat, C/x-ray, X/dog

NQCM

IX


Phonics


P.016.AM1cLetter-Sound Dominoes

domino cards: D/wink, W/pencil, P/octopus, O/tent, T/kiss, K/grapes

WDTO

PK


Phonics


YGBR

ES

P.016.AM1d Letter-Sound Dominoes

domino cards: G/yak, Y/egg, E/robot, R/brush, B/skunk, S/ant


Phonics


VA F

P.016.AM1eLetter-Sound Dominoes

domino cards: A/violin, V/fish, F/END

END


Phonics


P.016.AM2 Letter-Sound Dominoes

blank domino cards


FOSS Next Generation© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.

Name

hOmE/schOOL cONNEcTiONInvestigation 1: Observing Trees

Date

Trees and Weather Module Investigation 1: Observing Trees

No. 13—Teacher Master

Read this aloud with your child before doing the activity together.

Think of a place near your home where there are trees. This should be a place where there are not too many trees to count. Your street, block, yard, or a neighborhood park might be good choices.

Activity1. Without looking, guess how many trees there are in the place you chose. Ask

everyone in your family to guess the number of trees.

trees.

trees.

trees.

thinks there are

thinks there are

thinks there are

thinks there are trees.

2. Go outdoors together, and count the trees. Look at the kinds of trees you find.Compare bark, leaves, and the shapes of the trees. Answer these questions.

• Howmanytreesdidyoufind?

• Howmanydifferentkindsofleavesdidyoufind?

• Whatkindsofanimalsdidyoufindlivinginthetrees?

• Whatdidyoufindaroundthetrees?

3. Record what you saw.

trees.We counted

We found


Draw a picture of your three wishes.

If I had three wishes, my wishes would be...


Phonics



MaterialsSmall brown paper bagsLabel each of 26 bags with one letter of the alphabet.Print resources (e.g., magazines and catalogs)Review the print resources to ensure the information is appropriate for young children.Scissors

ActivityStudents sort pictures by initial sounds into bags labeled with the letters of the alphabet.1. Place paper bags in alphabetical order on a flat surface. Place print resources and scissors at

the center.2. The student cuts 10-20 pictures from the print resources.3. Names each picture, says its initial sound (e.g., “basketball, /b/”), and places picture in

corresponding bag.4. Continues until all pictures are sorted.5. Teacher evaluation

Letter-Sound Correspondence P.012Brown Bag It

Extensions and AdaptationsCheck the pictures in the bags for initial sound matches during a whole group activity.Use pictures to make a class alphabet book.Sort pictures by final or medial sounds.


Phonics



MaterialsStudent photographsPoster boardWrite the letters of the alphabet vertically down the left side of the poster board.

ActivityStudents match the initial sounds in classmates’ names to letters using student photographs.1. Place scattered student photographs on a flat surface. Place poster board at the center.2. Working in pairs, students select a photograph, name the student, and say the initial sound

in the student’s name.3. Place photograph on the chart beside the letter that corresponds to the initial sound.4. Continue until all photographs are sorted.5. Peer evaluation

Letter-Sound CorrespondenceP.013Photo Chart

Extensions and AdaptationsSort student names by final sound. Sort picture cards by initial sound (Activity Master P.013.AM1a - P.013.AM1c).

A

B

C

D

E

F


Phonics


P.013.AM1aPhoto Chart

picture cards: apple, ball, camera, dinosaur, egg, fan, gorilla, hug, igloo


Phonics


P.013.AM1b Photo Chart

picture cards: jug, kangaroo, lion, monkey, nose, ostrich, popcorn, queen, robot


Phonics


P.013.AM1cPhoto Chart

picture cards: snail, tiger, umbrella, vacuum, wheel, x-ray, yak, zipper


Grade 1, Week 1, Day 1

Read “The Truth About Koalas.”

Answer the following two questions:

1) What do koalas look like?

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

2) Why do koalas have a pouch?

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

Write three sentences describing how your day is different from a koala’s day. Be sure to use details from the story.

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________


Read “How the Wright Brothers Learned to Fly.”


1) What does the picture tell you about the story?

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

2) How did building bicycles help the Wright Brothersmake a flying machine?

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

Write three sentences describing what the Wright Brothers learned by watching birds. Be sure to use details from the story.

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________


Read “The Fastest Cat on the Block.”


1) How are cheetahs like fast cars on the highway?

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

2) What are two things you learned about cheetahs fromthe story?

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

Write three sentences describing some things cheetahs can and cannot do.

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________



Air and Weather ModuleInvestigation 4: Looking for Change


hOmE/sChOOL COnnECTiOnLooking for Change

Read this story with your child. Then have him or her draw a picture of harry in his new clothes.

Harry was always wearing the wrong clothes. When he put on his raincoat, it was warm and sunny outside. When he wore his shorts, the outside temperature was cold. When he decided not to take a jacket with him to school, the wind blew hard.

So Harry decided he wasn’t going to go outside. Soon Harry became very, very lonely. All of his friends wanted to play outside. Harry was left alone, wearing the wrong clothes for the weather.

Then Harry got a grand idea! He would design a set of clothes that he could wear outside at any time and in any weather. If it were sunny and warm, Harry could wear his new clothes. If it were windy and rainy, Harry could wear his new clothes. Even if it were snowing, Harry could wear his new clothes!

So Harry set about designing his new wardrobe.



• What kind of clothing would Harry need?

___________________________________________________________________

___________________________________________________________________

• What kinds of weather would Harry need to think about?

___________________________________________________________________

___________________________________________________________________

• How can Harry wear the same thing in all kinds of weather?

___________________________________________________________________

___________________________________________________________________

Air and Weather ModuleInvestigation 4: Looking for Change


hOmE/sChOOL COnnECTiOnLooking for Change

Answers the questions below.

Draw a picture of Harry in his new clothes


Read “Cook Up a Surprise.”


1) Why did Amy and her classmates think Amy’s mom’sidea was so good?

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

2) What would you ask the students about how they createdthe book?

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

Write about how the class and the teacher feel about each other. Use details from the passage.

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________


Read “A New Home.”


1) Why was Nolan afraid to relocate to California?

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

2) What finally made Nolan happy?

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

Write about a time you were first afraid or sad about something, but then you turned out to be happy about it inthe end.

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________


Read “A Real-Life Action Hero.”

Answer the following following questions:

1) How did Eric learn about what to do if someone ischoking?

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

2) What steps would you take in a home emergency?

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

3) Why might Eric be considered a "real-life hero?"Use details from the passage.

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________


Read “Making a Difference, One Bag at a Time.”


1) What made Annie sad?

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

2) What donations did Annie gather for her bags?

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

Write about how the Care Bags Foundation makes a difference. Use details from the passage.

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________



Once upon a time there lived a poor family who worked hard every day. Papa would go to town and look for jobs. Peter would go to the nearby farms to milk cows, and his mother would mend clothes. Everyone worked hard to put food on the table for the evening meal. Everyone, that is, except Henry. Henry was too young to help Papa with his jobs, too afraid of cows to help his brother, and didn’t know how to mend clothes.

One day Henry was sitting by the road to town when a farmer passed on his way to market. “Hello, Henry,” called the farmer. “What are you doing sitting alone by the road?”

“Oh, hello,” mumbled Henry. “I’m wishing I could help my family. Everyone works so hard so we can buy food for our supper. Everyone but me. I’m too young to help Papa, too afraid of cows to help my brother, and I don’t know how to mend clothes with my mother. I’m afraid I’m rather useless.”

“Now, Henry,” replied the farmer, “no person is useless. We all have ways to help. Sometimes it is difficult to discover how.” The farmer reached into his wagon and pulled out a small sack. He handed the sack to Henry and said, “Sometimes all we need is some help getting started and a little creativity. See what you can do with these to help your family. Good luck, Henry.” The farmer continued on his way to market.

Henry looked into the sack. He saw a potato, a carrot, and a handful of seeds. “How will one potato, one carrot, and some seeds help me or my family?” Henry wondered. “It’s not much of a meal.” But as Henry sat and thought, and thought and sat, an idea began to form in his head. As the idea grew, so did his excitement. “I know what I’ll do with these!” exclaimed Henry, as he jumped up and ran home.

Plants and Animals ModuleInvestigation 4: Growth and Change


HOmE/scHOOL cONNEcTiONGrowth and Change Read the following story with your child. Then have him or her write an ending to the story, or dictate an ending for you to write.


HOmE/scHOOL cONNEcTiONGrowth and Change

What will Henry do?

_____________________________________________________________________

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How will it help his family?

_____________________________________________________________________

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Read “Slow Food” and “Eating Together.”

Answer the following questions:

1) What is the author’s main point, or opinion, in “Slow Food?”

______________________________________________________________

______________________________________________________________

2) Which reasons and evidence does the author include for people to eat more slowly in “Slow Food?"

______________________________________________________________

______________________________________________________________

______________________________________________________________

3) What is the author’s main point in “Eating Together?”

______________________________________________________________

______________________________________________________________ 4) Which reasons and evidence does the author include for people eating meals together in "Eating Together?"

______________________________________________________________

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5) How are the texts similar? Identify two ways.

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6) How are the texts different? Identify two ways.

______________________________________________________________

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Name Date

Write the numbers that come next when counting by ones.

1. 6

2. 3

3. 9

4. 5

5. 14

6. 7

7. 12

8. 8

9. 10

10. 15


Name: ________________________________ Date: _______________

NVACS: Counting and Cardinality (K.CC.2)

In Kindergarten, students should be able to count forward beginning from any number, instead of having to begin at 1.

Practice for Kindergarten: Count on Two More

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Write the next two numbers.

5

9

11

14

6

13

18

12

7


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Write the numbers that come before and after when counting by ones.

1. 8

2. 19

3. 9

4. 4

5. 11

6. 15

7. 7

8. 12

9. 3

10. 9


Name

K.CC.2 - Count from any number.

Name Date

More and Less to 10

Count the objects in the middle box. Draw a set that has more and a set that has less. Write the numbers for each set. For example:

Less More

Less More

Less More


Less More

Less More

Less More


Name Date

More and Less

1. Draw a set that has 2 more. How many? How many now?

2. How many? Draw a set that has 3 more. How many now?

3. Draw a set that has 2 less. How many? How many now?

4. Draw a set that has 1 less. How many? How many now?

5. Draw a set that has 4 more. How many? How many now?


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1.NBT.1 - Count to 120, starting at any number less than 120.

Find It On the Number Line

1. Look at this number line. Put a dot where 2. Look at this number line. Put a dot where

you would find 55 and label it. you would find 89 and label it.







CHALLENGE: Look closely at the numbers.



60 50 90 80

50 40 110 100

0

80 70 30 20

20 10 120 110

0

100 80 120 100

0


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1.NBT.1 – Extend the counting sequence to 120.

Fill in the missing numbers.

22

29

38

67

75

82

59

66

73

20

24

33

104

112

120

25

80

94

100

113


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1.NBT.B.2 Understand that the two digits of a two-digit number represent

amounts of tens and ones.

1. Circle the base ten blocks that show the number 42 .





http://www.corestandards.org/Math/Content/1/NBT/B/2/

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2

Write the numeral that each quantity represents.

5.

6.

7.

8.

9. Maria has 27 marbles in her marble bag.

Which picture shows how many marbles she has?

Explain how you know.

a. b.


Name Date

Write the numeral. Add and subtract 10.

Numeral +10 -10

4 tens 5 ones

6 tens 3 ones

3 tens 9 ones

9 tens 2 ones

5 tens 5 ones

2 tens 3 ones

7 tens 4 ones

8 tens 5 ones

1 ten 7 ones

4 tens 8 ones

3 tens 6 ones

7 tens 1 one


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1.NBT.4 - Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10.

Add. 1. 33 + 10 = 2. 57 + 30 =

3. 26 + 50 = 4. 81 + 10 =

5. 75 + 10 = 6. 46 + 30 =

7. 18 + 40 = 8. 62 + 20 =

9. 25 + 70 = 10. 53 + 10 =

Find out what was added.

11. 35 + = 45 12. 47 + = 77

13. 21 + = 41 14. 76 + = 96

15. 54 + = 74 16. 29 + = 79


Name: ________________________________ Date: _______________

2. NBT.5 NUMBER AND OPERATIONS IN BASE TEN

Use place value understanding and properties of operations to add and subtract. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Note: Since the expectation of this standard is for students to develop fluency in adding and subtracting within 100,

there will need to be a gradual transition from concrete models, to representational drawings, and then finally to

symbols alone. Teachers should resist the urge to teach children a process of lining up digits and adding in columns

before they have fully grasped the concept of composing and decomposing tens. The use of the standard algorithm

for multi-digit addition and subtraction is not mentioned in the standards until 4th grade.

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Draw a picture or explain how you solved each problem.

33 + 12= 82 -10

88 - 86= 92 -71

51 + 28= 61 +19

99 – 19= 55 +23


Name Date

Adding Multiples of 10: Partial Model

1.

36 + =

2.

29 + =

3.

+ 64 =

4.

15 + =

5.

17 + =

6.

+ 44 =

7.

+ 37 =

8.

24 + =

9.

55 + =

10.

+ 60 =


Name Date

Adding Multiples of 10: Missing Addend

1.

+ 40 = 54

2.

29 + = 79

3.

+ 64 = 84

4.

30 + = 73

5.

17 + = 97

6.

+ 30 = 92

7.

+ 47 = 57

8.

59 + = 99

9.

20 + = 37

10.

+ 60 = 93

11.

45 + = 75

12.

+ 30 = 62

14.

+ 19 = 39

13.

10 + = 85


Name_______________________________

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2.OA.A.1 OPERATIONS AND ALGEBRAIC THINKING

Represent and solve problems involving addition and subtraction

Use addition and subtraction within 100 to solve one-and two-step word problems involving

situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns

in all positions, e.g., by using drawings and equations with a symbol for the unknown number to

represent the problem.

What to know: Addition = putting together, subtraction = taking apart

GLOSSARY: Addend + Addend = Sum / Minuend — Subtrahend = Difference

1. Andrew had 42 baseball cards in his collection. He bought 13 more at

his friend’s yard sale. How many baseball cards does Andrew have now?

Draw a picture to help you solve this problem.

Write an equation to represent your work.

Example of Adding to w/unknown sum


Name_______________________________

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2. Elizabeth had a box of crayons. She found 16 more crayons when

she cleaned out her desk and put them in the box. Now there

are 27 crayons in the box. How many were in the box to begin with?



3. Calah had 52 tickets for the carnival games. She used

10 tickets for the ring toss and 12 tickets for the

bowling game. How many tickets does Calah have now?



Example of Adding to

w/unknown addend

Example of Taking from

w/unknown difference

2-step problem


Name_______________________________

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4. Will had 28 toy cars in a box. Some of them fell out of the box on

the way to his aunt’s house. When he opened the box,

there were only 9 cars left inside. How many fell out?



5. Charlotte baked some cupcakes for a bake sale. She sold 23 and

had 17 left over. How many cupcakes did Charlotte bake?



Example of Taking from w/unknown subtrahend

Example of Taking from

w/unknown minuend


Name_______________________________

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6. Gavin and Holly worked together to make a paper

chain with 55 links. At the end of the day, they each

wanted to take home part of the chain. The part Holly

took had 27 links. How many links were in Gavin’s part?



7. Emma and Joe put together a puzzle. When it was time to clean

up, Emma took apart 21 pieces and Joe took apart 39 pieces.

How many pieces were in the puzzle?



Example of Taking apart

w/unknown difference

Example of Taking apart w/unknown minuend


Name Date

Solve each problem. Explain your thinking.

Write an equation(s). Be sure to label your solutions.

1. Sara picked 96 strawberries. She ate 16 of them before putting the rest equallyinto 5 containers. How many strawberries did she put into each container?

2. Evan had 6 packages of gum. Each package had 8 pieces of gum. He gave anequal amount to 6 friends and had 12 left for himself. How many did he give toeach friend?

3. Julian has 8 books. His sister has 3 times as many as Julian has. How many booksdo they have together?

4. Mrs. Hall bought 8 boxes of oranges. Each box had 10 oranges. She gave her 29students each an orange. How many oranges did she have left?

5. Marcus bought some dog treats for his 4 dogs. He wanted each dog to have 8treats. He bought 2 bags that had 30 treats in each. Does he have enough? If hedoes, how many extras will he have? If he doesn’t how many more does he

need?

Can you think of a way to write a single equation for each problem?


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