Grade 2

Family Resources

Week 9

May 20 – 26, 2020

English

Language

Arts

2nd Grade Week 9

2nd Grade Week 9

New Learning

Learning Summary Reach for Reading Unit 7 BIG Question: How do living things depend on each

other?

During this 9th week of at home learning, 2nd graders will complete Unit 7 of their

Reach for Reading curriculum and engage in new learning. Students will read a

science article titled, “Working Together” by Lori Wilkinson. Students will

describe how reasons support specific points the author makes in the text and

they will compare important points presented in two texts on the same

topic. Students will also develop their understanding of key words in a text and

they will focus on the following vowel sounds: ow and ou.

Word Work

Task 1: ow and ou

• Fold a blank piece of paper into 2 sections.

• Label the sections: ow, ou.

• Sort the following words into the correct section on your paper: loud, power, howl, hound, sound, down, frown, and pout.

• Think of two more words to add to each section.

Task 2: Vocabulary

• Review the text, “Working Together” by Lori Wilkinson and make a list of all of the words in bold print in the text.

• Using a blank piece of paper, create your own word map for one of the bold words. See page 441 in your anthology for an example of a word map.

Reading Comprehension/ Reader Response

Text: “Working Together” by Lori Wilkinson pages 461-463.

Task 1:

• Read the text titled, “Working Together” by Lori Wilkinson on pages 461-463 in your anthology.

• On a blank sheet of paper, respond to the following: o Why did Lori Wilkinson write “Working Together”? o The author says that honeybees and flowers need each other.

One reason she gives is that flowers make the food that honeybees need. What is another reason that supports the author’s point?

Task 2:

• Reread “Working Together” by Lori Wilkinson.

• Review the text from Week 8, “Odd Couples”.

• Turn to page 464 in your anthology and read “Compare Topics and Main Ideas”.

• On a blank sheet of paper, create a comparison chart for “Odd Couples” and “Working Together”.

2nd Grade Week 9

Independent Reading

• Spend 10 to 15 minutes each day reading books.

Writing

Task 1:

• Think about how poets carefully choose the words in their poems: o They search for precise words that match what they are trying to

describe. o They search for honest words that match what they are feeling. o They ask themselves, “Are these words creating the image that I

want?”

• Look at the examples below of how to write using more precise and honest words. Fill in the blanks with two more ideas for how you could rewrite the underlined words.

The book opens

• pops open

• spreads its wings

• _________________

• _________________

A story comes out

• flies to us

• grabs our ears

• _________________

• _________________ Task 2:

• Look at the poem you have been writing. Underline three words or phrases that you want to make more precise and honest to help your reader imagine what you see and feel.

• Rewrite these three words or phrases. To think of more precise, honest words and phrases you could:

o Close your eyes to imagine the object and think of other ways to describe what you see with your poets’ eyes.

o Make a list of new words and pick which ones best match what you imagine and feel.

Other

MyNGConnect.com

• Follow on-line resources for myngconnect.com (elementary)

• Login to Unit 7 Weeks 3 and 4 Vocabulary Game.

• Login to Unit 7 Week Phonics Games: diphthongs ow, ou and words with schwa.

English Language Arts At-Home Learning

Students

with

Individual

Educational

Plans

Individualized Education Plan (IEP) – English Language Arts At-Home Learning

Grade 2 Week 9 IEP

2nd Grade

Week 9

New Learning

Learning Summary

Reach for Reading Unit 7 BIG Question: How do living things depend on each other?

During this 9th week of at home learning, 2nd graders will complete Unit 7 of their Reach for Reading curriculum, and engage in new learning. Students will read a science article titled, “Working Together” by Lori Wilkinson. Students will describe how reasons support specific points the author makes in the text and they will compare important points presented in two texts on the same topic. Students will also develop their understanding of key words in a text and they will focus on the following vowel sounds: ow and ou.

For our students with Individualized Education Plans (IEPs) we have included a list of

accommodations for you to use. Feel free to choose the accommodation from the list

that best supports your student. The accommodations appear after every task, and

are meant to support the learning for that specific task. Please note any

accommodations in your student’s IEP that are not listed below may be used as well.

Word Work

Task 1: ow and ou

Fold a blank piece of paper into 2 sections. Label the sections: ow, ou. Sort the following words into the correct section on your paper: loud, power, howl, hound, sound, down, frown, and pout. Think of two more words to add to each section.

Accommodations for students with IEPs:

1. Read aloud: For students who have difficulty accessing the text – An adult may read the passage to the student.

2. Scribe: For students who have difficulty with writing – the student may verbally respond while an adult writes their response on their paper.

3. Shortened assignments: Following the completion of sorting, forego adding two new words to each section.

Task 2: Vocabulary

Review the text, “Working Together” by Lori Wilkinson and make a list of all of the words in bold print in the text. Using a blank piece of paper, create your own word map for one of the bold words. See page 441 in your anthology for an example of a word map.

Accommodations for students with IEPs:

Individualized Education Plan (IEP) – English Language Arts At-Home Learning

Grade 2 Week 9 IEP

1. Read aloud: For students who have difficulty accessing the text – An adult may read the passage to the student.

2. Scribe: For students who have difficulty with writing – the student may verbally respond while an adult writes their

response on their paper.

Reading Comprehension/ Reader Response

Text: “Working Together” by Lori Wilkinson pages 461-463.

Task 1:

Read the text titled, “Working Together” by Lori Wilkinson on pages 461-463 in your anthology. On a blank sheet of paper, respond to the following:

Why did Lori Wilkinson write “Working Together”? The author says that honeybees and flowers need each other. One reason she gives is that flowers make the food that honeybees need. What is another reason that supports the author’s point?

Accommodations for students with IEPs:

1. Read aloud: For students who have difficulty accessing the text – An adult may read the passage to the student.

2. Scribe: For students who have difficulty with writing – the student may verbally respond while an adult writes their response on their paper.

3. Break work into manageable chunks: This allows students to complete this task over an extended period of time. Have your student respond to the first question. Have student write, or scribe, for them. Provide a break if needed. After the break, complete the second question.

Task 2:

Reread “Working Together” by Lori Wilkinson. Review the text from Week 8, “Odd Couples”. Turn to page 464 in your anthology and read “Compare Topics and Main Ideas”. On a blank sheet of paper, create a comparison chart for “Odd Couples” and “Working Together”.

Accommodations for students with IEPs:

1. Read aloud: For students who have difficulty accessing the text – An adult may read the passage to the student.

2. Scribe: For students who have difficulty with writing – the student may verbally respond while an adult writes their response on their paper.

Individualized Education Plan (IEP) – English Language Arts At-Home Learning

Grade 2 Week 9 IEP

Independent

Reading

Spend 10 to 15 minutes each day reading books.

Accommodations for students with IEPs:

1. Choose an independent reading level text. Ask your student questions about their reading to check for understanding. Engaging with your student about their reading can increase their interest in reading.

Writing

Task 1:

Think about how poets carefully choose the words in their poems:

They search for precise words that match what they are trying to describe. They search for honest words that match what they are feeling. They ask themselves, “Are these words creating the image that I want?”

Look at the examples below of how to write using more precise and honest words. Fill in the blanks with two more ideas for how you could rewrite the underlined words.

The book opens

pops open spreads its wings _________________ _________________

A story comes out

flies to us grabs our ears _________________ _________________

Accommodations for students with IEPs:

1. Scribe: For students who have difficulty with writing – the student may verbally respond while an adult writes their response on their paper.

Task 2:

Look at the poem you have been writing. Underline three words or phrases that you want to make more precise and honest to help your reader imagine what you see and feel. Rewrite these three words or phrases. To think of more precise, honest words and phrases you could:

Close your eyes to imagine the object and think of other ways to describe what you see with your poets’ eyes.

Individualized Education Plan (IEP) – English Language Arts At-Home Learning

Grade 2 Week 9 IEP

Make a list of new words and pick which ones best match what you imagine and feel.

Accommodations for students with IEPs:

1. Scribe: For students who have difficulty with writing – the student may verbally respond while an adult writes their response on their paper.

2. Break work into manageable chunks: Have your student complete the word rewriting phase. Allow your student a break when this has been completed. Once your student has finished their break, have your student complete the list of new words. Scribe for them if needed.

Other

MyNGConnect.com

Follow on-line resources for myngconnect.com (elementary) Login to Unit 7 Weeks 3 and 4 Vocabulary Game. Login to Unit 7 Week Phonics Games: diphthongs ow, ou and words with schwa.

Mathematics

Math Virtual Learning 2nd Grade, Week of May 20th

2nd

Grade

Learning Summary: - Students will solve problems involving money. - Students will identify coin values. - Students will add and subtract with coins and money values up to $1.00 and $100.

Sprints

Students can work on sprints a little each day for no more than 5 minutes. After 5 minutes move on to the Application Problem Review and New Learning. Module 7

- Lesson 4 & 7

Application

Problem Review

For each problem students should be using the Read, Draw, Write method. Help your student to read the problem. Then they should draw a strategy for how to solve the problem. Last, students should write a 1-2 sentence statement about the answer and how they solved the problem. See Example from Week of 4/29 Packet. Module 5

- Lessons 2, 3, & 7

New Learning

The lessons below include new learning for your student. However, most of the concepts build upon learning from 1st grade or earlier in the 2nd grade year. If your student is struggling with the new concept consult your teacher during virtual learning times, watch the attached videos, or look at the attached answer key. Module 7

- Lesson 2 - Lesson 4 - Lesson 5

Open Middle

Represent Data

This is a chance for your student to answer a challenge problem involving data.

Starred Problems

There are three starred problems in this packet. They are intentionally left off of the answer key.

Helpful Web

Links

See the new learning pages for links to helpful videos that go along with those lessons.

Imp

ort

ant

Mat

h V

oca

bu

lary

Sprints… Module 7 Lesson 4 & 7

What strategy did you use the most when solving these problems?

What other strategies can you use?

What strategy did you use the most when solving these problems?

What other strategies can you use?

Application Problem Review…. Module 5 Lesson 10 & 13

New Learning… Module 7 Lessons 6, 7, 8, 12

Families, if you want your 2nd grader to have video help, click here

or go to google.com and type in Grade 2 Module 7 Lesson 6, then

click on this video.

Families, if you want your 2nd grader to have video help, click here

or go to google.com and type in Grade 2 Module 7 Lesson 7, then

click on this video.

Families, if you want your 2nd grader to have video help, click

here or go to google.com and type in Grade 2 Module 7 Lesson

8, then click on this video.

Families, if you want your 2nd grader to have video help, click

here or go to google.com and type in Grade 2 Module 7 Lesson

12, then click on this video.

47 cents – Way #1

47 cents – Way #2

47 cents – Way #3

Answer Key:

Application Problem Review

New Learning Answer Key to check your work:

Students

with

Individual

Educational

Plans

Math Virtual Learning 2nd Grade, Week of May 20th

2nd

Grade

Learning Summary: - Students will solve problems involving money. - Students will identify coin values. - Students will add and subtract with coins and money values up to $1.00 and $100.

Sprints

Students can work on sprints a little each day for no more than 5 minutes. After 5 minutes move on to the Application Problem Review and New Learning. Accommodations for students with IEPs Masking: Cover part of the page with a blank piece of paper so the student does not become overwhelmed. Move the cover as they complete the sections. Decrease Work Load: Students may complete fewer items and/ or work for a shorter length of time Module 7

- Lesson 4 & 7

Application

Problem Review

For each problem students should be using the Read, Draw, Write method. Help your student to read the problem. Then they should draw a strategy for how to solve the problem. Last, students should write a 1-2 sentence statement about the answer and how they solved the problem. See Example from Week of 4/29 Packet. Accommodation for students with IEPs Read: When needed read the questions Scripts: When needed remind the student the step needed to solve the problem Module 5

- Lessons 2, 3, & 7

New Learning

The lessons below include New Learning for your student. However, most of the concepts build upon learning from 1st grade or earlier in the 2nd grade year. If your student is struggling with the new concept consult your teacher during virtual learning times, watch the attached videos, or look at the attached answer key. Accommodation for students with IEPs: Decrease Work Load: Students may complete fewer items and/ or work for a shorter length of time Extended Time: Allow student additional time to complete the task Breaks: Allow student to take a break from the task if needed Read: When needed read the questions to the student Module 7

- Lesson 2 - Lesson 4 - Lesson 5

Open Middle

Represent Data

This is a chance for your student to answer a challenge problem involving data.

Starred Problems

There are two starred problems in this packet. They are intentionally left off of the answer key. Accommodation for students with IEPs: Scripts: Verbally remind the student the steps needed to complete the problems Extended Time: Allow the student extra time to complete problem Breaks: Allow breaks in the task

Helpful Web

Links

Dream box: Your student’s special education teacher will assign skills for your student work on. Dream box is accessed through the district website through Clever See the new learning pages for links to helpful videos that go along with those lessons.

Science

Fine Arts

Fine Arts At-Home Learning Grades K-5

2020 Fine Arts At-Home Learning

GRADE K-5

Learning Summary: MUSIC

Student will continue to build on music skills and knowledge previously acquired during weekly fine arts classes.

RESOURCES Access Your Online Quaver Student Access Account For FIRST-TIME users:

1. Go to the Clover Park website.

2. Click: Student

3. Choose District Learning Apps from the drop-down menu.

4. Click: Clever Portal

5. Click: Log in with Active Directory

6. Put in your Username and Password.

7. Scroll down until you see QuaverMusic.com.

8. Click: Quaver

9. Click: No I Need a New Account Note: If you choose Access QuaverMusic with Adobe Flash, you will need to click on the yellow Student tab at the bottom of the screen to go to Assignments.

10. Click: Student (at bottom of page)

11. Click: Assignments

12. Click on the lesson your teacher assigned, & click Launch.

MUSIC LESSON

Log in to your Quaver account to see the music lesson your fine arts teacher has assigned for you. Upon completion, your fine arts teacher will review your work and give you feedback.

Fine Arts At-Home Learning Grades K-5

2020 Fine Arts At-Home Learning

Access K-5 Weekly Quaver Music Lesson at Home!

Dear Student & Family, To continue building your musical talents, log into your student Quaver account from home and complete a weekly lesson your teacher has assigned for you. If you have never logged in from home, see below for instructions on how to do so. HOW TO ACCESS QUAVER FROM HOME: 1. Decide if you want to use Flash or not. (See

screenshot at right.)

The first time you enter Quaver, you’ll see the Flash decision page. You may complete your lessons with or without Flash. However, you need Flash to enable your avatar.

At any time, you can switch back to using Flash. Scroll down to the bottom the page and click "CLICK TO ACCESS QUAVERMUSIC WITH FLASH.”

2. Get to know your Student Dashboard

Your QuaverMusic.com experience all happens right here on the Student Dashboard! Your teacher’s weekly assignment will be waiting for you here. Click “Assignments.”

Additionally, consider exploring… Student Interactives: Explore a full

menu of additional engaging web-based activities.

Creatives: Compose your own pieces on piano, drums, guitar and more! QuaverBooks: Explore digital books about musical styles and time periods and take quizzes to test

what you’ve learned.

Fine Arts At-Home Learning Grades K-5

2020 Fine Arts At-Home Learning

¡Accede la Lección Semanal de Música Quaver K al 5 en tu Casa!

Estimado(a) Estudiante y Familia: Para continuar desarrollando tus talentos musicales, inicia sesión (log into) en tu cuenta de estudiante Quaver desde tu casa y completa la lección semanal que tu maestro(a) te ha asignado. Si nunca has iniciado una sesión desde tu casa, consulta abajo las instrucciones sobre cómo hacerlo. CÓMO ACCEDER QUAVER DESDE LA CASA: 3. Decide si quieres usar Flash o no. (Ver imagen a

la derecha).

La primera vez que ingreses a Quaver, verás la página de la decisión si usar Flash o no. Tú puedes completar tus lecciones con o sin Flash. Sin embargo, necesitas usar Flash para habilitar tu avatar.

En cualquier momento, puedes volver a usar Flash. Deslízate hacia la parte inferior de la página y haz clic en "CLICK TO ACCESS QUAVERMUSIC WITH FLASH” (Clic para Acceder Quavermusic con Flash).

4. Familiarízate con tu Dashboard (Tablero) de

Estudiante

¡Tu experiencia QuaverMusic.com ocurre aquí mismo en el Dashboard del Estudiante! Las asignaturas semanales de tu maestro(a) te estarán esperando aquí. Haz clic en “Assignments” (Asignaturas).

Adicionalmente, considera explorar… Estudiantes interactivos: Explora un

menú completo de atractivas actividades basadas en la Internet.

Creativos(as): ¡Puedes componer tus propias piezas en piano, batería, guitarra y más! QuaverBooks: Explora libros digitales sobre estilos musicales, épocas musicales en el tiempo y toma

pruebas (quizzes) para probar lo que has aprendido.

Social

Emotional

Learning