Minutes Subject Grade 2 Week At Glance Reading log is on page€¦ · 2 Grade: Learning Packet for the Week of May 25 - 29th Minutes . Subject ; Grade 2 Week At Glance Reading log

2nd Grade: Learning Packet for the Week of May 25th- 29th

Minutes Subject Grade 2 Week At Glance *Reading log is on page 36 and share this with your teacher on Friday!*

*PE, Music, Social Emotional, and ELL Supports on pages 51-59*

60 min Monday Today is Memorial Day! Here are some optional activities: Optional: Math Mystery Picture (Link to a helpful Math Facts Video)Optional: Word Search

60 min Tuesday Math: Solve the subtraction practice problems for numbers within 100. (Week 7 Math Video)Reading: Learn the new vocabulary words from “Summer Reads- Memorial Day”. (Week 7 Reading Video)Writing: Fill in a Writing Web with the attributes of a hero. Specials:PE lesson on pages 41-44 OR https://sway.office.com/NsZKuaIkrQ8a3QwC?ref=Link

60 min Wednesday Math:Solve the subtraction story problems with a strategy of your choice. Reading:Vocabulary from “What Makes Someone a Hero” Writing: Write a paragraph about your hero, using the attributes from your Writing Web. (Week 7 Hero Video)Specials:Music lesson on pages 45-48 OR https://sway.office.com/dxFi913u4CmJfxiM?ref=Link&loc=mysways

60 min Thursday Math: Solve the subtraction problems with the open number line strategy. Reading: Answer the Day 4 reading comprehension questions. Writing: Copy your draft onto the final copy paper. Draw a picture of you hero. Specials: PE lesson on pages 41-44 OR https://sway.office.com/NsZKuaIkrQ8a3QwC?ref=Link

60 min Friday Math: Share your favorite subtraction strategy with your teacher and check the Day 4 math page with the math answer key. Reading: Share the Day 3 reading page with your teacher and complete the Day 5 reading reflection page. Writing: Use the checklist to assess your writing and fill out the reflection. Share your writing with your teacher. Specials: Watch the video on “taking turns” and then try the worksheet. (Second Step Taking Turns Video)

What can you do to help your family today?

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https://www.youtube.com/watch?v=SI15IUag6EQ&feature=youtu.be

https://www.elementarysoftware.com/custer/pyramid-simplified.html

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

https://www.youtube.com/watch?v=jLj9lFI5IA8&feature=youtu.be

https://youtu.be/65hyA5Cc9kQ

https://youtu.be/nluqjMjvQCk

https://youtu.be/OTRL5ZMXgS8


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F E R N D A L E S C H O O L D I S T R I C T

KINDERGARTEN REGISTRATION

Overview Families can complete kindergarten registration forms online or via hard copy for the 2020-21 school year. To be eligible for kindergarten for the 2020-21 school year, a child must be five years of age on or before August 31, 2020.

REGISTRATION OPTIONS

ONLINE

www.ferndalesd.org/kindergarten HARD COPY

Forms available during school meal distributions at elementary schools on Mondays, Wednesdays and Fridays from 11 am to 1 pm

Return completed packets via email, mail or drop box

Email Completed packets can be returned by email to Darlene Patterson in the district’s Teaching & Learning Department at [email protected].

Mail Ferndale School District

Completed packets can be returned via mail and addressed as follows: Attn: Darlene Patterson PO Box 698

Ferndale, WA 98248 Drop box Drop boxes are available to submit completed packets during meal distribution times from 11 am to 1 pm on Mondays, Wednesdays, and Fridays at all elementary school meal distribution sites. Please note, drop boxes are not available outside of the meal distribution times.

Ferndale School District Who can I contact if I have questions? Elementary Schools

For assistance, please call the Ferndale School District at Beach Elementary, 3786 Centerview Rd., Lummi Island (360) 383-9200. You may locate the school your child will (360) 383-9440 attend by visiting the InfoFinder web page through the Cascadia Elementary, 6175 Church Rd. Families link of the district’s web page at www.ferndalesd.org.(360) 383-2300 Enter your home address to see your school attendance area. Central Elementary, 5610 Second Ave.

(360) 383-9600 Custer Elementary, 7660 Custer School Rd. (360) 383-9500 Eagleridge Elementary, 2651 Thornton Rd. (360) 383-9700 Skyline Elementary, 2225 Thornton Rd. (360) 383-9450

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www.ferndalesd.org

mailto:[email protected]

www.ferndalesd.org/kindergarten


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Math Mystery Picture:

5


Reading Word Search:

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Tuesday Subject Materials Learning Activity

Math

(15 min)

-Math Resource pages -Day 2 math page

Learning Goal: I can ungroup tens and subtract within 100 using multiple strategies.

Activity Instructions: Review the Math Resource pages A-D and then try the Day 2 subtraction problems.

Reading

(15 min)

-Day 2 reading pages -“Summer Reads- Memorial Day” (page 14)

Learning Goal: I can match the vocabulary word to the correct definition.

Activity Instructions: Read the “Summer Reads- Memorial Day” text, then do the vocabulary matching activity.

Writing

(15 min)

-Day 2 writing pages

Learning Goal: I can complete a writing web for a topic that I know.

Activity Instructions: Write attributes of your hero on the Writing Web.

Special: -PE lesson (pages

41-44)

Learning Goal: PE Activity Instructions: Choose a PE lesson from the PE pages, or from this link https://sway.office.com/NsZKuaIkrQ8a3QwC?

ref=Link

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2nd Grade: Learning Packet for the Week of June 1st-June 5th

Math Resource Page A: What is Subtraction?

The next three weeks you will be learning about subtraction. The strategies listed here give students a deeper understanding of how subtraction works. So, while there are more ways to subtract than what are listed here, we encourage you to try using these strategies.

It’s giving away. How many do you have left?

I had 10 pencils. I gave 4 to my friend.

!!!!!!!!!!It’s finding the difference. How many more books?

I read 9 books Monday &&&&&&&&&

I read 4 books Tuesday &&&& 5 more books

It’s the distance between two points on a number line. 14-9=

It’s related to addition (number bond/fact family/fact triangle):

13-6=7 6+7=13

13-7=6 7+6=13

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Math Resource Page B:

When subtracting larger numbers, it’s the same thing!

With bigger numbers, you can represent the number with tens and ones, instead of just ones. Your goal is to have an efficient strategy. If you don’t have enough ones to “take away”, you ungroup a ten.

It’s giving away. How many do you have left?

I had 41 dollars. I spent 25 dollars.

We represented the problem here with money, but you can draw quick tens, too. When you draw your quick tens for the total, you will see if you need to ungroup a ten to subtract.

41 – 25 = 15

I need to ungroup a ten so I can take away 5 ones.

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You can’t subtract upside down! 45 is the answer to 68-23, not 63-28. To solve 63-28 we have to ungroup a 10 first.

Math Resource Page C:

In order to subtract accurately, it’s helpful to first visualize what you’re taking from and be able to efficiently rename numbers.

Parents: The common error second graders make is “subtracting upside down”.

63

-28

45

You can show this thinking using expanded form, too! + 13 63 = 50

- 28 = - 20 + 8

35 = 30 + 5

There are some fun poems to help you solve – problems:

More on top? No need to stop!

57 the top

-21 the floor 36

More on the floor? Go next door. 51 = 40 + 11

-27 -20 -7

24 = 20 + 4

Number’s the same? Zero’s the game. 57

-27

30

Rename 63 to 50+13.

Then cross out 28.

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Math Resource Page D:

It’s finding the difference. How many more library books?

Monday checkout 92 &

Tuesday checkout 48 & ?

There are many ways to find the missing addend.

48 + ___ = 92

Using an open number line is a great strategy to solve for this.

You can count down 48 from 92, or count up. I prefer up.

48 + 44 = 92

+10 +10 +10 +10

+1 +1 +1 +1

48 58 68 78 88 89 90 91 92

92 – 48 = 44

Addition Check: Because of their relationship, we can check our work!

48 = 40 + 8

+44 = 40 + 4

92 = 80 + 12 48+44=92, so

92-48= 44 ü

vvvvvv vvvvv vvvvv vvvvv

It checks out!

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Day 2: Solve using the strategies on Math Resource page C

75 = 70 + 5 75 = 60 + 15

62 = 60 + ___ 62 = 50 + ___

93 = ___ + ___ 93 = ___ + ___

Now try these strategies to solve: More on top? No need to stop! 93

-41

More on the floor? Go next door. 62

-38

Number’s the same? Zero’s the game. 75

-45

Hint: The answer is NOT 36.

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Day 2 Reading: **Keep for the Day 4 lesson*

Vocabulary from “Summer Reads: Memorial Day”: Read the “Summer Reads” text below, then use context clues to help you match the vocabulary word to the correct definition.

Task: Draw a line from the word to the matching definition:

celebrate

Memorial Day

military

flag

A symbol of a country

Having to do with soldiers or armies

To honor or make special

A day of remembering

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Day 2 Writing

Learning Target: I can complete a writing web for a topic that I know.

Hi kids! Great job on writing heartfelt letters to your teachers last week! Your

teacher was very happy to receive your letter. ☺

On Memorial Day, we honor people we have loved and lost. In honor of this day,

our writing will focus on thinking about and honoring heroes in our lives.

You will be writing a paragraph about someone in your life that you consider to be

a hero.

You will start by filling out a writing web with attributes that heroes have and

your hero has as well. An attribute is a quality or trait that a person has. For

example, my friend is kind. Kind is an attribute my friend has.

Use this week’s reading passages as a resource.

1. Think about who you consider to be a hero. On the blank writing web, write that

person’s name in the center circle of the web.

2. Reread the passage, “What Makes A Someone Hero“. Highlight or underline

words that describe attributes of a hero. If one of the words you underline

describes your hero, write that in a circle on the

web. For example, I read that

heroes are brave. My grandma was

definitely very brave, so I wrote

brave in a circle on my writing web.

3. Using the passage and your own ideas,

finish filling out the web with

attributes that describe your hero.

**Save your web for tomorrow’s

writing task!

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Wednesday Subject Materials Learning Activity

Math

(15 min)

-Math Resource pages

-Day 3 math page

Learning Goal: I can solve subtraction story problems using a strategy of my choice.

Activity Instructions: Review the Math Resource pages, and then try the Day 3 subtraction story problems.

Reading

(15 min)

-Day 3 reading pages

-“What Makes Someone a Hero” (page 21)

Learning Goal: I can match the vocabulary word to the correct definition.

Activity Instructions: Read the “What Makes Someone a Hero” text, then do the vocabulary matching activity.

Writing

(15 min)


Learning Goal: I can write a paragraph about my hero.

Activity Instructions: Write a paragraph about your hero, using the attributes from your Writing Web.

Special: -Music lesson (pages

45-48)

Learning Goal: Music Activity Instructions: Choose a Music lesson from the PE pages, or from this link https://sway.office.com/dxFi913u4CmJfxiM?

ref=Link&loc=mysways

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Day 3: Read and solve. Label your answer. Show your strategy.

31 helicopters sat on the launch pad. At two o’clock some helicopters flew away. 15 helicopters still sat on the launch pad. How many helicopters flew away?

47 taxi cabs were parked in the parking lot. Some taxi cabs went to pick up passengers. 25 taxi cabs stayed in the parking lot. How many taxi cabs went to pick up passengers?

Jack had 23 t-shirts. He gave some to his brother. Now Jack has 15 t-shirts. How many t-shirts did Jack give to his brother?

25 sandwiches were on a plate. Some sandwiches got eaten. 6 sandwiches were left on the plate. How many sandwiches got eaten?

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ReadWorks" What Makes Someone A Hero

What Makes Someone A Hero

Heroes are people who do something brave, unusual, or important. Heroes

are men and women who take risks. They make a positive difference in the

world.

Some heroes lived long ago. George Washington was the first president of

the United States. Some heroes did great things recently. Sally Ride was an

astronaut and an educator, and the first American woman to go into space.

Some of the greatest heroes did not just do remarkable things that made

them famous. In their everyday lives, they behaved in ways that made people

admire their character. Character is a group of qualities that make up who a

person is. Heroes are often people with great character.

Many people with great character are honest. Honest people tell the truth,

even when it is hard to do.

Someone with great character may also be compassionate. A compassionate

person cares about others and works to help them.

A person with great character may also be responsible. Responsible people

do things they promised to do. Other people can depend on them.

Heroes can combine great actions with great character. Now think: Do you

have a hero?


Day 3 Reading: **Keep for the Day 4 lesson*

Vocabulary from “What Makes Someone a Hero”: Read the “What Makes Someone a Hero” text below, then use context clues to help you match the vocabulary word to the correct definition.

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Day 3 Reading: Task: Draw a line from the word to the matching definition:

quality

character

admire

brave

honest

compassionate

responsible

To tell the truth

To have a high opinion of; respect

Able to be depended on

A feature that makes a person who they are

A group of qualities that makes up who a person is

To do something even if you are afraid

To care about others and work to help them

Draw a picture of someone that you admire.

I admire____________ because_________________

__________________________________________.

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Day 3 Writing:

Learning Target: I can write a paragraph about my hero. I included:

A hook/topic sentence

2-3 reasons that support my topic sentence

Examples or details to explain my reasons

A closing sentence

A hero is someone we think of as special because of the good or brave things that person has

done. Yesterday you completed a web with the name and attributes of your hero. Now we are

going to turn the web into our draft paragraph.

Let’s start with a hook. Remember, a hook is a sentence that grabs your reader’s

attention.

A hero doesn’t always wear a cape, they can be an ordinary person.

Now it’s your turn to write a hook:

Now, I will write my topic sentence. In my topic sentence I will give the name of my hero.

My Grandma is my hero for many reasons.

Now it’s your turn to write a topic sentence:

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I will now give three reasons why my chosen person is a hero. I will use attributes from

my web. I will also give examples for my reasons.

First, my Grandma was talented at baking. She taught me how to cook. For example, I

learned to measure all the ingredients to bake a cake.

Next, my Grandma had a beautiful voice! She liked to sing songs from when she was a girl.

Her singing made the whole house feel cheerful.

Last, my Grandma was wise. She had learned many things in her life. If I did not know how

to solve a problem, she would help me figure out what I should do. She taught me how to be

wise too.

Now it’s your turn to write 2-3 reasons why the person you chose is a hero. Use the

attributes from your web. Give examples, or details, for your reasons.

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Now I will write my closing sentence for my paragraph. I will use my topic sentence to

write my closing by restating it in a different way.

Ordinary people can make a big difference. That is why my Grandma is my hero.

Now it’s your turn to write a closing sentence. Remember to use your topic sentence, but

restate it in a different way.

Save this writing for tomorrow’s learning activity!

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What is a Hook?

It is the first sentence to grab your reader’s attention!

Example opinion statement: Dogs are better than cats.

These are different types of hooks and examples for my opinion statement.

Question:

Have you ever been

jumped on by a dog? I

have, they are strong. Sound Effect:

RUFF RUFF! Carbon, my

dog is barking at a

squirrel.

Fun Fact:

Dogs noses are wet to

help them smell better.

They are great smellers! Visualizing/

Story

Carbon’s tail is wagging side

to side while he jumps on me

and knocks me down.

Dialogue:

“Carbon sit. Good boy. Lay

down. Good dog.” I said.

Dogs are great at

following directions.

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Thursday Subject Materials Learning Activity

Math

(15 min)

-Day 4 math page

-Math Resource page D

Learning Goal: I can subtract within 100 using the open number line strategy.

Activity Instructions: Review the Math Resource pages, and then try the Day 4 subtraction problems using the open number line strategy.

Reading

(15 min)

-Day 4 reading pages

-Day 2 text

(page 14)

-Day 3 text

(page 21)

Learning Goal: I can answer comprehension questions about grade level texts.

Activity Instructions: Re-read the “Summer Reads- Memorial Day” and “What Makes Someone a Hero” texts. Then answer the questions and underline the sentence in the text that helps you answer each question.

Writing

(15 min)


Learning Goal: I can write a neat, final copy of my paragraph.

Activity Instructions: Copy your rough draft onto the final copy paper. Draw a picture of your hero.

Special: -PE lesson (pages

41-44)

Learning Goal: PE Activity Instructions: Choose a PE lesson from the PE pages, or from this link https://sway.office.com/NsZKuaIkrQ8a3QwC?

ref=Link

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Day 4: Try solving using the open number line strategy.

68-26=

45-18=

81-68=

57-13=

74-45=

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Day 4 Reading: Grab the two texts for this week, “Summer Reads: Memorial Day” and “What Makes Someone a Hero” for these questions. Use your knowledge of naming the main idea of a text, to choose which text you will need to answer the questions.

Comprehension Questions:

1. What kind of difference do heroes make in the world?

**Underline the sentence in the text where you found the answer**

A. A positive difference B. A negative difference C. No difference

2. According to the text, who is remembered on Memorial Day?


A. Children who take care of pets

B. People who died while serving in the military

C. Teachers who read to their students

3. One of the articles lists two heroes. One hero listed is George Washington.

Who is the other hero? ____________________


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*-------{( ----------

* ----------* ----------

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2nd Grade: Learning Packet for the Week of May 26th-May 29th

Day 3 Writing directions: Use day 2’s draft to write your final copy.

1

2

* *** *** **** {{ * {(

* {{ {(.

* {{ {(

<Ct {(

* <Ct {(

* <Ct

J}

* * J}

* * J}

* J}

* * J}

'* *

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

2nd Grade: Learning Packet for the Week of May 26th-May 29th


Friday Subject Learning Activity

Math

(15 min)

Reflection: Share with your teacher the subtraction strategy that you liked the most. Check your Day 4 math work with the Day 4 answer key on page 39.

*See the Math Resource pages A-D, if needed.

Reading

(15 min)

Reflection: Share the Day 3 reading lesson on the vocabulary words, and the drawing of who you admire! Fill out the Day 5 reading reflection page then share this page and your Reading Log with your teacher.

**See the Reading Answer keys on pages 37-38**

Writing

(15 min)

Reflection: Use the checklist to assess your writing and fill out the reflection. Share your writing with your teacher.

Social-Emotional Learning

(15 min)

Please watch the video on taking responsibility and complete the worksheet with a member of your family. Then color the poster and put it in your home!

(Week 7 Social Emotional Video)

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https://youtu.be/SI15IUag6EQ


Day 5 Reading: **Send this to your teacher! ** •

Weekly Reflection

Something I did well: Something I need to work on:

Let’s play the “Would you Rather” game together!

Would you rather live at the beach or live in the forest?

Would you rather wear a swimsuit or a winter jacket for the rest of your life?

Now it’s your turn to ask your teacher a question!!

Would you rather __________________________or __________________?

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Day 4 Writing:

Learning Target: I can assess my writing using a checklist and share it with others.

My Hero Writing Checklist I introduced my writing by defining what a hero is and naming

someone who is a hero to me.

I wrote details/examples of why this person is a hero to me.

I wrote a closing sentence.

I used second grade writing skills.

I began each sentence with a capital.

I have punctuation at the end of sentences.

I used my best spelling.

My handwriting is neat.

I have spaces between words.

What I did well in writing. Where can I grow in writing?

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Reading Log Goal: Read 20 minutes each day!

Book Title Time Spent Reading

36


Reading Resource: Answer Key page 1 of 2

Day 2

Day 3

37


Reading Resource: Answer Key page 2 of 2

Day 4

38


Math Resource: Day 4 Answer Key

39


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SoccerLacrosseTennis

Ferndale Elementary P.E. Grades K-2 (edition 4) Student Outcomes I can understand the components of fitness. I can demonstrate daily health and fitness habits. I can take care of my body. I can explain what food does for my body.

Fitness Components of the week are Speed and Agility and Muscular Strength

Speed and Agility is two parts, speed: how fast can you run or turn a jump rope; agility: can you start and stop quickly, can you change direction fast and without falling over? You must be very focused for your brain and muscles to work together to quickly do the task when working on speed and agility.

Activities for Speed and agility: Hop Scotch Sports with lots of moving and Jump rope changes in direction such as:

Basketball

1 - Game: Wacky Weave Wacky Weave: In this game, you will use your speed and agility to weave through a course that you design. You will need to set up the course by placing cones, canned goods, stuffed animals, or other objects spaced like the picture above. Space them close together for a challenge or far apart to make it a little easier. -To play you might want a timer or stopwatch. On "go" weave in and out of the cones (or other objects) as fast as you can. -You can go from one end to the other and stop or turn around and come back to the start. -For more challenges you can add a ball to dribble with your feet or balance a book on your head. -Get creative and have fun!

Muscular Strength is how strong are your muscles? You need strong arms to play on the monkey bars, strong

legs to run while playing tag, and a strong core to keep upright on your bike.

Activities for muscular strength Push-up Monkey Bars

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Shoulder Touches Squats Lunges Rock Climbing

Let's get wild! In this 7-minute activity, you will use your strong muscles to pretend to be wild animals. -You need a timer or stopwatch. -Do each activity for 45 seconds followed by a rest for 15 seconds. -Be sure to play this in an area with plenty of safe self-space.

Nutrition Topics--Proteins, Fats, and Dairy Proteins • Protein is considered the building block of life and is found in every cell of the body. • Protein helps your muscles grow big and strong. • Foods that are a good source of protein include:

- meat -eggs -poultry (chicken) -processed soy product -seafood -nuts -beans and peas -seeds

Fats - BAD vs. GOOD Bad, or unhealthy fat, can be bad for your heart. Unhealthy fats are found in:

• butter • stick margarine • milk fat • shortening • beef fat (tallow, suet) • hydrogenated and partially hydrogenated oils* • chicken fat • coconut oil* • cream • palm and palm kernel oils* • pork fat (lard)

Good, or healthy fat, can help your heart and other body systems do their jobs well. Healthy fats are found in:

• eggs • nuts • beans • fish • olive oil • avocados • cheese

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Dairy

• Foods high in Calcium make up the Dairy Food Group. Calcium is a mineral vital for building strong bones and teeth :)

• These foods include -milk -yogurt -cheese -soymilk

Try to consume 2-3 cups each day.

Activity & Nutrition Log Directions: Fill in your activities for the day including the exercise and minutes, fill in what you eat, and color each glass of water you drank. Goals:

1. 60 minutes of activity per day 2. eat from all the food groups 3. drink 8 glasses (8oz each) of water

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Name __________________________________________ Class __________________________________

BEAT, RHYTHM & TEMPO: May 26-29 Ferndale K-2 Elementary Music: Lesson 4 Paper Supplement

Directions: If you have a computer and online access, you may wish to do the online lesson at this link: https://sway.office.com/dxFi913u4CmJfxiM?ref=Link&loc=mysways Complete the Exit Ticket at the end, and your answers will be recorded online for your music teacher to see.

If you would rather use this paper version of the lesson, or if it works better for your family, we hope to provide you with the same information as best we can. (We really miss interacting with your children and would much rather see them in person!) Please follow the lesson below. Thank you for working so hard with your children!

Student Outcomes: Why is steady beat important? How is beat different from rhythm? What does tempo mean?

Lesson Review and New Concepts of the Week:

We already learned that pitch is the highness or lowness of one single sound. Melody is a series of pitches put together in a row, and harmony happens when two or more pitches are played at the same time.

In this lesson we will learn about beat, rhythm, and tempo.

You probably already know that beat is steady like a heartbeat. Each beat takes up the same amount of time and is kind of like a space where the sounds live. There can be one or more sounds in a beat space. There can even be silence in a beat space. The mixed up long and short sounds and silences in the beats are the rhythm. Rhythm matches the words in a song. When you listen to music, the beat is the part that makes you want to tap your toes and get up and move, but the rhythm is the part that makes the music more interesting.

Without a rhythm, you don't have a song, you just have a plain beat. Without a beat, you have a rhythm that sounds messy. You need both beat and rhythm to make a song sound just right. They are like BFF's! They need each other!

Tempo is how fast or slow the beat of the music is. Music with a fast beat has a fast tempo and music with a slow beat has a slow tempo.

Songs for Singing and Making Music

Find a light. It could be a flashlight, laser pin, headlamp, cell phone, or toy that lights up. Go into a dark room like a bathroom or closet. Turn off the main lights and point your light at the floor, move it slowly up the wall to the ceiling and back down. Now follow the light with your voice. While singing “oo”, slide your voice from low to high as you move the light up the wall. Slide your voice from high to low as you move the light down the wall. Now move the light around in different ways always following the light with your voice.

Think about a song that you learned in music class this year or put on your favorite song. Keep the beat on your lap while you sing. If you want to get creative, find different ways to keep the beat. (Try marching, clapping, snapping, or any other movement that works for you.)

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https://sway.office.com/dxFi913u4CmJfxiM?ref=Link&loc=mysways

Show the beat and rhythm using the first chart: 1. Read the Apple Tree poem below out loud. 2. Read the poem while tapping the beat on your lap. 3. Each heart represents a beat. Read the poem and tap each heart as you read the words. 4. The words below each heart make up the rhythm. Read the poem and clap the words.

Write the rhythm on the second chart: 1. The rhythm is now shown in apples and apple halves. Two apple halves show two sounds per beat. One

whole apple means one sound per beat. 2. Write ♫above the two apple halves. We call this rhythm note ta-di. 3. Write ♩ above the apple whole. We call this rhythm note ta.

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Tempo Activity: Remember, tempo is the speed of the beats. Practice saying the Apple Tree poem out loud while walking slowly. This speed is called andante. Now say the poem while marching. This tempo is moderato (medium). Lastly, run while saying the poem. This tempo is allegro.

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Name ____________________________________________ Class __________________________________

SINGING, MOVING, & CONCEPT OF THE WEEK ACTIVITIES

DIRECTIONS: Take a short quiz. Circle the correct answer. We hoped you liked the paper music lesson! 1. Tempo is...

To be angry How fast or slow the beat is The rhythm and melody

2. Beat and rhythm work well together because… They are the same thing Rhythm is better without a beat Beat makes you want to tap your toe while rhythm makes music more interesting

3. Songs can sound messy and do not make sense if the ___________________is missing. Steady Beat Music Teacher Violin

4. The long and short sounds in music are called... The steady beat The rhythm The tempo

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P: E:

T: S:

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ELL Resources

The pages that follow are activities,

supportive resources, or translated materials

designed to support students who are

learning English. All these materials align

with the activities provided by the grade level

teachers in this week’s learning packet.

Although these items are designed with ELL

students in mind, all students are welcome to

use them.

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Las páginas que siguen son actividades, recursos de apoyo o

materiales traducidos diseñados para apoyar a los estudiantes

que están aprendiendo inglés. Todos estos materiales se

alinean con las actividades proporcionadas por los maestros de

nivel de grado en el paquete de aprendizaje de esta semana.

Aunque estos artículos están diseñados para apoyar a los

estudiantes ELL, cualquier estudiante puede usarlos.


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Speaking Practice Look at the picture. Then answer the questions below out loud in complete sentences. Use the sentence stems and the word bank to help you if you need to.

Word Bank

sand vacation bury silly

shovel beach play head

friends brother scoop

sister sunny hot laugh

What do you see in the picture? Where are they? What are they doing?

I see… There are… The kids are…

What is the weather like at the beach? What do you do at the beach?

The weather is… The beach is… At the beach, I…

What is confusing to you? What do you wonder more about?

I don’t know why… Why is…?

Where do you like to go on vacation?

I like to go… When we go on vacation…

Word Bank

woods tent roast stick

kids friends fire sleeping bag

marshmallows log sunny

hiking fishing stories eating

What do you see in the picture? Where are they? What are they doing?

I see… There are… The kids are…

What do you like about camping? What do you wonder about this picture?

I like… Camping is fun because… I do not like camping because…

I wonder how…? Who is…?

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Write About Your Hero! My Hero’s Name:

Adjectives to Describe a Hero

giving proud charitable important responsible

thoughtful strong trustworthy fearless caring courageous

generous loyal respectful smart selfless determined

Record the adjectives you chose from above or your own and then write a note about why that adjective describes your hero. What makes her/him generous? Why do you think s/he is fearless? How are they responsible? What makes him/her determined?

Adjective:___________________ Adjective:___________________

Why that word describes your hero: Why that word describes your hero:

Adjective:___________________ Adjective:___________________

Why that word describes your hero: Why that word describes your hero:

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Documents

Minutes Subject Grade 2 Week At Glance *Reading log is on page€¦ · 2 Grade: Learning Packet for the Week of May 25 - 29th Minutes . Subject ; Grade 2 Week At Glance *Reading log

Minutes Subject Grade 2 Week At Glance Reading log is on page€¦ · 2 Grade: Learning Packet for the Week of May 25 - 29th Minutes . Subject ; Grade 2 Week At Glance Reading log