Grade 2

Family Resources

Week 11

June 3 – June 9, 2020

English Language

Arts

Grade 2 Week 11

English Language Arts At-Home Learning

2nd Grade Week 11

New Learning

Learning Summary Reach for Reading Unit 8 BIG Question: What does America mean to you?

During this 11th week of at home learning, 2nd graders will continue in Unit 8 of

their Reach for Reading curriculum, and engage in new learning. Students will

read a poem titled, “America: A Weaving” by Bobbi Katz and analyze language

used in the poem. Students will continue to develop their understanding of key

words in a text and they will focus on developing their understanding of final

syllables.

Word Work

Task 1: final syllable: consonant + le

• Use a blank piece of paper to create a four-column chart. • Label the columns: -ble, -dle, -gle, and -tle • Sort the following words into the appropriate column on your paper:

table, rattle, snuggle, fiddle, dangle, bottle, dabble, wiggle, gentle, jumble, bundle, and handle

• Think of 3-4 more words to add to your paper: • Choose 1 word and use it in a sentence.

Task 2: Vocabulary

• Review the following key words: state, example, change, sometimes, along, enough, today, music, and tell

• Choose two of the key words to look up in the dictionary in your anthology (begins on page 595).

• Using a blank piece of paper, create a word map for the two key words that you chose.

• See page 441 in your anthology for an example of a word map.

Reading Comprehension/ Reader Response

Text: “America: A Weaving” by Bobbi Katz, pages 497-501.

Task 1:

• Read the poem titled, “America: A Weaving” by Bobbi Katz, pages 497-501 in your anthology.

• Poets often use language that makes pictures in your mind, as well as words and phrases that may have a different meaning in a poem than their usual meaning.

• Reread the first two lines on 498 and respond to the following on a blank sheet of paper:

o Does the poet mean that America is made by weaving actual tongues and faces together?

o What is the poet really saying? Task 2:

• Reread the poem titled, “America: A Weaving” by Bobbi Katz • Respond to the following on a blank sheet of paper:

o What does the poet mean by calling America a weaving?

Grade 2 Week 11

English Language Arts At-Home Learning

o On page 500 in your anthology, the author wrote: “We’re connected to that weaving/Bit by bit, then more and more!”

o What does the author mean by this statement?

Independent Reading

• Spend 10 to 15 minutes each day reading books.

Writing

Unit 4: “Poetry” Task 1:

• Think about how poets use comparisons to show instead of tell. Look at the poem “Inside My Heart” by Zoe Ryder White below.

o How does she show how she feels by comparing her feelings to things that remind her of being happy?

• Practice revising these two phrases to include comparisons. Use your poets’ eyes to picture what the phrase seems like or reminds you of:

o The students kept jumping up to say more ideas. ex. Ideas popcorned around the classroom. __________________________________________________

o The clouds are puffy and white. ex. The clouds are like cotton balls in the sky. __________________________________________________

Task 2:

• Look at the poems you’ve been writing. Pick one phrase you can rewrite to include a comparison. Revise this phrase (like you did in Task 1 above).

• Using the phrase you revised, write a new poem that explores your idea more.

o How can you expand your comparison so you show, not just tell, your reader about your topic?

o How can you use more comparisons to help connect your reader to what you really feel, see, and hear?

• Be sure to celebrate your writing by sharing this new poem with your family, friends, classmates, teachers, or pet!

Other

MyNGConnect.com

• Follow on-line resources for myngconnect.com (elementary) • Login to Unit 8 Weeks 1 and 2 Vocabulary Game • Login to Unit 8 Phonics Games: final syllable: consonant + le and final

syllables: -tion, -ture

Grade 2 Week 11

English Language Arts At-Home Learning

“Inside My Heart” by Zoe Ryder White Inside my heart lives one birthday party two jazz bands three wrestling puppies four dancing birds five laughing babies six blasting spaceships seven lucky fireflies and a sky full of stars.

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Students with

Individual Educational

Plans

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

Grade 2 Week 11 IEP

2nd Grade

Week 11

New Learning

Learning Summary

Reach for Reading Unit 8 BIG Question: What does America mean to you?

During this 11th week of at home learning, 2nd graders will continue in Unit 8 of their Reach for Reading curriculum, and engage in new learning. Students will read a poem titled, “America: A Weaving” by Bobbi Katz and analyze language used in the poem. Students will continue to develop their understanding of key words in a text and they will focus on developing their understanding of final syllables.

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: final syllable: consonant + le

Use a blank piece of paper to create a four-column chart. Label the columns: -ble, -dle, -gle, and -tle Sort the following words into the appropriate column on your paper: table, rattle, snuggle, fiddle, dangle, bottle, dabble, wiggle, gentle, jumble, bundle, and handle Think of 3-4 more words to add to your paper: Choose 1 word and use it in a sentence.

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.

Task 2: Vocabulary

Review the following key words: state, example, change, sometimes, along, enough, today, music, and tell Choose two of the key words to look up in the dictionary in your anthology (begins on page 595). Using a blank piece of paper, create a word map for the two key words that you chose. See page 441 in your anthology for an example of a word map.

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.

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

Grade 2 Week 11 IEP

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: “America: A Weaving” by Bobbi Katz, pages 497-501.

Task 1:

Read the poem titled, “America: A Weaving” by Bobbi Katz, pages 497-501 in your anthology. Poets often use language that makes pictures in your mind, as well as words and phrases that may have a different meaning in a poem than their usual meaning. Reread the first two lines on 498 and respond to the following on a blank sheet of paper:

Does the poet mean that America is made by weaving actual tongues and faces together? What is the poet really saying?

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 the poem titled, “America: A Weaving” by Bobbi Katz Respond to the following on a blank sheet of paper:

What does the poet mean by calling America a weaving? On page 500 in your anthology, the author wrote: “We’re connected to that weaving/Bit by bit, then more and more!” What does the author mean by this statement?

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

Grade 2 Week 11 IEP

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. Repeat steps until all questions have been answered.

Independent

Reading

Spend 10 t0 15 minutes each day reading books.

Accommodations for students with IEPs:

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

Unit 4: “Poetry”

Task 1:

Think about how poets use comparisons to show instead of tell. Look at the poem “Inside My Heart” by Zoe Ryder White below.

How does she show how she feels by comparing her feelings to things that remind her of being happy?

Practice revising these two phrases to include comparisons. Use your poets’ eyes to picture what the phrase seems like or reminds you of:

The students kept jumping up to say more ideas.

ex. Ideas popcorned around the classroom.

__________________________________________________

The clouds are puffy and white.

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

Grade 2 Week 11 IEP

ex. The clouds are like cotton balls in the sky.

__________________________________________________

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 poems you’ve been writing. Pick one phrase you can rewrite to include a comparison. Revise this phrase (like you did in Task 1 above). Using the phrase you revised, write a new poem that explores your idea more.

How can you expand your comparison so you show, not just tell, your reader about your topic? How can you use more comparisons to help connect your reader to what you really feel, see, and hear?

Be sure to celebrate your writing by sharing this new poem with your family, friends, classmates, teachers, or pet!

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. Verbal responses: Rather than writing responses, have students state answers verbally.

Other

MyNGConnect.com

Follow on-line resources for myngconnect.com (elementary) Login to Unit 8 Weeks 1 and 2 Vocabulary Game Login to Unit 8 Phonics Games: final syllable: consonant + le and final syllables: -tion, -ture

Mathematics

Math Virtual Learning 2nd Grade, Week of June 3rd

2nd

Grade

Learning Summary: - Students will identify and name 2 dimensional shapes. - Students will partition shapes into equal parts. - Students will identify the fractions for halves, thirds, and fourths.

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 8

- Lesson 15 & 16

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 8

- Lessons 3 & 9

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 8

- Lesson 1 - Lesson 2 - Lesson 7 - Lesson 10 - Lesson 11

Shape

Partitions Open Middle

This is a chance for your student to answer a challenge problem involving shapes and fractions.

Starred Problems

There are two 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.

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Mat

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Imp

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Sprints… Module 7 Lesson 15 & 16

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 8 Lesson 3 & 9

New Learning… Module 8 Lessons 1, 2, 7, 10, &11

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

here or go to google.com and type in Grade 2 Module 8

Lesson 1, then click on this video.

https://embarc.online/mod/page/view.php?id=4021

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

or go to google.com and type in Grade 2 Module 8 Lesson 2, then

click on this video.

https://embarc.online/mod/page/view.php?id=4022

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

here or go to google.com and type in Grade 2 Module 8 Lesson

7, then click on this video.

https://embarc.online/mod/page/view.php?id=4025

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

here or go to google.com and type in Grade 2 Module 8 Lesson

10, then click on this video.

https://embarc.online/mod/page/view.php?id=4026

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

here or go to google.com and type in Grade 2 Module 8

Lesson 11, then click on this video.

https://embarc.online/mod/page/view.php?id=4031

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 June 3rd

2nd

Grade

Learning Summary: - Students will identify and name 2 dimensional shapes. - Students will partition shapes into equal parts. - Students will identify the fractions for halves, thirds, and fourths.

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 8

- Lesson 15 & 16

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 8

- Lessons 3 & 9

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 8

- Lesson 1 - Lesson 2 - Lesson 7 - Lesson 10 - Lesson 11

Shape

Partitions Open Middle

This is a chance for your student to answer a challenge problem involving shapes and fractions.

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

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

Science

2nd Grade Week 11

Science At-Home Learning

2nd Grade Week 11

Learning Summary • TCI Unit: Plant and Animal Survival, lesson 6 •

This week, 2nd grade students will learn science concepts from their TCI Bring Science Alive! textbook in unit 1, Plant and Animal Survival.

• Students learn desert habitats get very little rain. It can be hot during the day but cooler at night. Only certain kinds of plants and animals can live in the desert. Cactus, jackrabbits, and kangaroo rats are examples. Desert plants and animals have ways to get the food and water they need.

• Students will also discover the meaning and importance of the science vocabulary word: desert.

•

Essential Guiding Question

How do plants and animals survive in a desert? There are many different kinds of living things in any area, and they exist in different places on land and in the water. Plants and animals get what they need from the habitat in which they live. Plants depend on animals for pollination or to move their seeds around.

Vocabulary

• desert • Draw a picture of a desert. Be sure to include 2 or more plants and 2 or more animals

in your picture.

• For ideas for the word desert and to learn more about deserts, look at the Text with Notes page 100.

Independent Science Activity

• Read page 100 from the Text with Notes. On page 101, circle the words that best describe a desert.

• Read page 103. On page 103, circle the living things that can live in a desert then draw a picture of each of the plants or animals you circled on the bottom of the page.

• Read pages 104-105. On page 106, match the plant or animal with a way it survives in the desert.

• On page 107, read what Sophia says about animals in the desert. Explain why you agree or disagree with Sophia on the lines below.

Science Connections &

Extensions

• Read all about the Desert Rat on pages 26-27. The kangaroo rat does not need to find water. It gets its water from the food it eats. NOTE: pages 26-27 are located after page 107.

• What are some plant parts that have water in them? With an adult family member, go outside and collect plants or plant parts. Make a chart. Draw or write on the chart a plant part you will test. Place the plant part on paper. Use tools and try to find water in the plant. Write what you observe. Which plants or plant parts had more water?

Other

TCI

• Visit TCI online 2nd Grade Unit 1 Plant and Animal Survival. Play the Lesson Game for Lesson 6 to learn more about the desert.

• Storing Water for Survival (video) http://www.youtube.com/watch?v=jyT7iO7cTtc • Build an Online Habitat (simulation) http://switchzoo.com/games/habitatgame.htm • Amazing Ways to Live in the Desert https://www.youtube.com/watch?v=gaZKEc59g1w

http://www.youtube.com/watch?v=jyT7iO7cTtc%0D%0Ahttp://switchzoo.com/games/habitatgame.htm%0D%0Ahttps://www.youtube.com/watch?v=gaZKEc59g1w

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