Hemet Unified School District  

Week of 3/30/2020  

2nd Grade  

 If a student has a 504 plan or receives mild/mod SAI services please  

refer to the accommodations packet.   

These and other resources are also available digitally on  the .Hemetlearnstogether.org website.  

 

H.U.S.D. Elementary  Suggested Activity Chart 

 

Approximate Time 

Suggested Activities & Resources (Modify as needed based on your child’s needs) 

Before 9:00 a.m.  ☀ Start the day: Wake up, stretch, eat breakfast, and get ready for the day! 

15 minutes  😅 Movement: Stretch, walk, dance, GoNoodle, play music, sing a song, etc.  

60 minutes  📚 Academics: Complete one academic worksheet or activity, read a book, use flashcards, write and illustrate 

45 minutes  🎨 Creative Time: Play with Legos or magnets, draw, do a craft, play music, cook or bake, or do another activity 

45 minutes  🥪 Snack/Lunch: Don’t forget that you can “Grab and Go” lunch from school between 11:00-12:00 each day! Check Hemetusd.org for updated locations. 

20 minutes  🤫 Quiet Time: Read, do a puzzle, take a nap, or do another activity 

60 minutes  📚 Academics: Complete one academic worksheet or activity, read a book, use flashcards, write and illustrate 

15 minutes  😅 Movement: Stretch, walk, dance, GoNoodle, play music, sing a song, etc. 

60 minutes  📚 Academics: Complete one academic worksheet or activity, read a book, use flashcards, write and illustrate 

15 minutes  🧠 Brain Break: Walk the dog, ride a bike or skateboard, play outside, bounce a ball, jumprope, or do another activity 

Explore additional activities at HemetLearnsTogether.org 

 

  

#HemetLearnsTogether 

Watch a TV show

or movie.

List:• Title

• Characters

• Setting

• Beginning

• Middle

• End

Use objects in

your house to

invent something.

Illustrate it and

label it.

What do you look

like? Use a mirror

to draw and label

yourself.

Write a word that

that starts with

every letter of the

alphabet.

Example:

A: apple

B: boy

Use a toothbrush

to measure 5

things in your

house.

Find 10 things that

are heavy. Draw them or write a

list.

Find 10 things that

are red. Draw them or

write a list.

Find 10 things that

are soft. Draw them or

write a list.

Stack cans and

boxes to make a

tower. Stand

back and throw a

small pillow to

knock it down.

Write a message

to someone, then

write it

backwards. Ask

them to figure it

out!

Example:

I love you

uoy evol I

Write an acrostic

poem using your

name.

Example:

R: Really fun

O: Outgoing

Y: yellow hair

Watch two TV

shows or movies

and pick two

characters.

Draw a cartoon

of them meeting

each other.

Enrichment Activites at Home (ELA, Math, ELD)Use notebook paper to complete these activities. Do two each day!

Part 1: What are all the combinations of numbers that add to 10?

Color the 10-sticks with two colors and write equations like the examples:

1 + 9 = 10

2 + 8 = 10

__ + __ = 10

__ + __ = 10

__ + __ = 10

__ + __ = 10

__ + __ = 10

__ + __ = 10

__ + __ = 10

__ + __ = 10

What patterns do you see?

_______________________________________________ _______________________________________________

Grade 2 Math Day 1: Mental Fluency - Addition within 20 Unless otherwise noted, SFUSD Math Core Curriculum is licensed under the Creative Commons Attribution 4.0 International License

Part 1: Skip counting on the hundred chart. Skip count by fives (5). Color in the numbers.

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100

Skip count by tens (10). Color in the numbers.

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100

What patterns do you see?

_______________________________________________ _______________________________________________

Grade 2 Math Day 2: Skip Counting Unless otherwise noted, SFUSD Math Core Curriculum is licensed under the Creative Commons Attribution 4.0 International License

Part 2: Grouping and Counting  

Example: Circle groups of 5 stars and count all the stars:

Circle groups of 5 hexagons and count them:

What patterns do you see?

_______________________________________________ _______________________________________________

Grade 2 Math Day 2: Skip Counting Unless otherwise noted, SFUSD Math Core Curriculum is licensed under the Creative Commons Attribution 4.0 International License

More shapes to count: Circle groups of triangles and count them:

Circle groups of hearts and count them:

Grade 2 Math Day 2: Skip Counting Unless otherwise noted, SFUSD Math Core Curriculum is licensed under the Creative Commons Attribution 4.0 International License

Fish Story

Jen caught a fish that was 17 inches long. Bob caught a fish that was 23 inches long. Draw a picture or diagram of the situation:

Whose fish is longer? ______________________________________ How much longer? ________________________________________ How do you know? ________________________________________

Grade2 Math Day 6: Subtraction within 100 Unless otherwise noted, SFUSD Math Core Curriculum is licensed under the Creative Commons Attribution 4.0 International License

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Plural Noun Board Game Directions

Tell students they will play a game to practice adding -s and -ies to nouns. Divide the students into two groups. Show the -s and -ies Game Board. Say: Under these sticky notes are nouns ending in y. Your job, should you choose to accept it, is to tell me if you need to add an -s or change the y to i and add -es to make the noun plural.

● For the first column, you read the word out loud and tell me if the word should end in -s or -ies. ● For the second column, I’ll read a sentence. You read the word under the blank line and tell me whether to

add -s or -ies to make it plural. ● For the last column, I’ll say the word in a sentence. You read the word in the box and spell the plural form

of the word. Directions

1. Cover noun options (-s or ies, sentences, spell it) of board game with individual squares or sticky notes

2. Students select a square or point category by uncovering it and answering the question (add -s or -ies). “I choose In a Sentence for 400 points.”

3. If a student answers correctly, they get the points for that row (100, 200, etc.). If a student answers incorrectly, that square gets recovered and can be played again.. Students should keep track of their points on a separate sheet of paper.

4. Students should use the Grammar Chart (above) to help them decide if a noun ends in -s or -ies as they play the game.

The team with the most spy points will be named super spies.

Page Left Intentionally

Blank

Native American Life

Native American LifeNative People

Meet the Wampanoag.

The Wampanoag are a Native American tribe. A tribe is a group of people.

Long ago, they lived in what is now Massachusetts and Rhode Island. Many

Wampanoag still live there today. Compare their way of life then and now.

Then

Plimoth Plantation

Wampanoag lived in villages. They lived in round homes called wetus

(WEE-tooz). The homes were made of wooden frames and covered with

grass and tree bark.

ReadWorks.orgCopyright © 2009 Weekly Reader Corporation. All rights reserved. Used by permission.Weekly Reader is a registered trademark of Weekly Reader Corporation.

Native American Life

Plimoth Plantation

Men and boys fished. They built canoes so they could fish on rivers and

lakes. They also hunted birds and animals.

Plimoth Plantation

Women and girls planted crops and cooked. They grew corn, squash, and

beans. They made baskets and clay pots. They used animal fur and skin to

make clothing.

Now

Mashpee Wampanoag Tribe

ReadWorks.orgCopyright © 2009 Weekly Reader Corporation. All rights reserved. Used by permission.Weekly Reader is a registered trademark of Weekly Reader Corporation.

Native American Life

Wampanoag live like most Americans. They have homes similar to other

people's homes. Kids go to school, play, and do chores. Adults work and

shop.

Mashpee Wampanoag Tribe

The Wampanoag keep their traditions alive. People gather for special

events. They give thanks, eat, sing, and dance.

Newscom

Artists make pottery and other crafts. They often sell their crafts at

powwows. A powwow is a festival that celebrates Native American life.

ReadWorks.orgCopyright © 2009 Weekly Reader Corporation. All rights reserved. Used by permission.Weekly Reader is a registered trademark of Weekly Reader Corporation.

Native American Life - Comprehension Questions

Name: ___________________________________ Date: _______________

1. Who are the Wampanoag?

2. Describe how the Wampanoag's home long ago is different from the way it is now.

3. According to the article, how do the Wampanoag remember their ancestors from long

ago?

4. What is this passage mostly about?

ReadWorks.org · © 2020 ReadWorks®, Inc. All rights reserved.

Native American Life - Comprehension Questions

5. The question below is an incomplete sentence. Choose the word that best completes

the sentence.

The Wampanoag used to live in wetus, _______ now their homes are similar to the

homes of most other Americans.

A. because

B. so

C. but

6. Why are the Wampanoag considered to be a tribe?

ReadWorks.org · © 2020 ReadWorks®, Inc. All rights reserved.

2nd Grade Science Enrichment: Habitats  ○ Read literacy Article 2A: Our Trip Through the Desert: Answer the 

questions.      

○ Leaf Art - Collect different types of leaves from your neighborhood. Place their leaves under a clean sheet of white paper and rub a crayon over the leaf beneath the paper. Watch the shape of the leaf appear.  

     

○ Literacy and Science 1B: Habitat Climates: Answer the questions to learn that different habitats have different climates.  

LESSON 2LESSON 2

© Carolina Biological Supply Company Literacy Article 2B

My family likes to take driving vacations. Once we drove to California. I’ll never forget when we passed through Arizona. The strangest plants grew there. The hot, dry desert was like another world.

We saw some strange trees by the highway. It turns out they weren’t trees at all. They were yuccas. To be specific, they were yuccas known as Joshua trees. All yuccas have big groups of sword-shaped leaves. The branches of the Joshua trees looked like wild arms with many green fingers at the ends.

We saw giant cacti, too. Some of them were taller than houses! Their stems were green and curvy. Unlike plants that have broad leaves, cacti carry out photosynthesis in their stems. Their leaves are like needles. Cacti use these spiky leaves for protection.

In California, there were palm trees everywhere. People plant them in their yards. They plant them by the

road. Palm trees have huge, green leaves. The leaves take in a lot of sunlight. Palm trees can’t store as much water as Joshua trees or cacti. They must live in places with more water.

You can learn a lot about plants by driving around the country!

Questions:1. How are the plants in Arizona and California the same? How are they different?

2. Study the pictures. The cactus has spines that keep many animals from eating it. How do you think Joshua trees and palm trees keep animals from eating their leaves?

3. Look at the picture of the desert. Why might the plants be so far apart in this ecosystem?

Our Trip Through the Desert

Credit: Tatsiana Selivanava/Shutterstock.com

Literacy Article 2B

Name: Date:

© C

arol

ina

Bio

logi

cal S

uppl

y C

ompa

nyLi

tera

cy a

nd S

cien

ce 1

B

Climate QuizUse evidence from what you have read in this brochure to answer the following questions in your science notebook with

complete sentences.

1. How does an animal use nonliving things for shelter?

2. What is the main idea of the information under the subtitle “Animal Habitats and Shelter”?

3. Why is it hot near the equator?

4. Use information from the text to explain what a habitat is used for.

5. Under which subtitle will you find information about organisms that must be able to live without much water?

6. What does the author want the reader to learn from reading this text?

7. Why does the author include a picture of the Sun on panel 3?

8. What evidence does the author give to explain why polar bears have white fur?

9. Compared to the other sections, what is different about the section titled “All Kinds of Climates”?

Dry Climate HabitatsIf dry is the opposite of wet, what do you think is hard to find in a dry climate? Water!

Deserts are dry climates because they do not receive much rain. Organisms that live in deserts must be able to survive without much water. In many deserts, they must also have ways to survive very hot days.

All Kinds of ClimatesSummer cold.Summer hot.

Which type of climatehave you got?

Is it wet?Is it dry?

Is there somewhere elseyou’d like to try?

Some have sunshine.Some have rain.

Climate is weatherthat stays the same.

A coat to wear,A coat to give,

It all depends onwhere you live.

Habitat ClimatesLiteracy and Science 1B:

Panel 5 Panel 6

Credit: Patrick Poendl/Shutterstock.com

Credits:(left to right) Gabriele Maltinti/Shutterstock.com, paintings/Shutterstock.com

© C

arolina Biological S

upply Com

pany

Animal Habitatsand Shelters

Different Climates,Different Habitats

Cold Climate Habitats

Habitats are found all over Earth. The location of a habitat can tell you a lot about its climate. Climate is the average weather in a particular region. The climate of a region is determined after many years of watching the region’s weather. For example, the climate near the equator is hot. The climate near the North Pole is cold.

Find the equator in the picture. What do you see that helps you understand why the equator is always hot?

Nonliving things can give an animal shelter. Birds build nests out of sticks and mud.

Polar bears live in a cold habitat. Polar bears have thick, white fur that helps them stay warm. The fur’s white color also helps the polar bear hide on the ice. Polar bears could not live in a hot habitat.

What do you think happens to the water in a cold climate?

Panel 2 Panel 4Panel 3

Animals can be found all over Earth. Each type of animal lives in a specific type of habitat. A habitat is shelter where an animal lives and can get all the things it needs to survive. Habitats provide food, water, space, and a place for the animal to live. Different animals live in different types of shelters. A bear’s shelter is a cave. A frog’s shelter is a pond. Sun

Earth

Equator

Credit: Tom linster/Shutterstock.com

Credit: Eduard Kyslynskyy/Shutterstock.com

Credit: Marty Pitcairn/Shutterstock.com

Literacy and Science 1B