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2ndGrade
Fluency/Phonics Vocab/Writing Literary Text Informational Text
A. Phonics/Grammar RF3 L1A compound word is a word that is created by putting 2 smaller words together to create the
meaning of the compound word. Read these words, create your own definition, and an illustration to go with each.
Δ bluegrass Δ superfineΔ blueprint Δ sandlotΔ moonwalk Δ watchdogΔ newscast Δ cardboardΔ overcoat Δ teaspoon
B. Vocabulary L4-Read a book or article with your child -Have your child pick out 3-5 words that were unfamiliar to them
while reading. -Define the words -Students will then write a letter to someone using these words. -Please underline your words used.
C. Reading RL2Read a fiction book of your choice. Writing, speaking, or record a video of
you retelling the story.Retell by describing
the narrative elements (characters, setting, problem, events,
solution), identifying the character changes and lessons learned, OR retell by sequencing the main events
D. Craft/structure RI5Read a book or article with
your child. Have your child go back and write a list of all the text features they saw. Have your child write which
text feature they found to be the most helpful and why. Draw a picture of this text feature.
E. Phonics/Fluency f3f4Set a timer for one minute to read the passage out loud. Mark where you stopped with a red color. Reset the
timer and reread the passage aloud again and mark with an orange color where you ended. Repeat until all the rainbow colors
are used.
F. Writing 2w2Using resources such as books and articles, write a recipe of one of your favorite foods! Explain in
order the steps you would take. Remember your descriptive words! Draw a picture of your food to go
along with your recipe.
G. Reading RL3Fiction books often include strong characters. Choose a book to read with a focus on a strong character. As you
read, pay attention to:How is the character
responding to the events in the story? How is the character responding to
challenges in the story?
H. Key Details/Ideas RI.2Read a NONFICTION book or
article with your child. Have your child find the main idea of the text along with 5 details to support the main idea. Record these in a
graphic organizer with the main idea at the center.
I. Grammar l5There are many words that have similar meanings. We call these
words ‘shades of meaning’. For example, shout, yell, and whisper all mean to speak, but they have different subtle
meanings. For each word, identify 3 additional words that have similar meanings.ΔTiny ΔSpicy ΔLookΔSilly ΔPretty
J. Writing 2W3Write a story about when you lost one of your favorite things. Brainstorm topics to include such as:
How did you feel? Did you find it? Did someone help you find it? When writing your rough draft, remember to focus on adding a strong
introduction and conclusion and don’t be afraid to ask for editing from a family member!
K. Reading RL6Readers need to pay attention to how characters are speaking/what they are saying. While reading a book
with dialogue, read it as if YOU are the character. Think about: How would the character be saying this based on what is happening in
the story and based on the punctuation? Read aloud using that type of voice.
L. Integrate Ideas RI.7Have your child read a
non-fiction book or article. Students will now be a
critic! Rate what you read out of 5 stars and tell your audience what you
liked and didn’t like about the book or article. Would you recommend it to others? Did it give you enough new information?
e
©Briana Beverly-Sun, Sand & Second Grade
Math menuA. Shape Monster
Create a monster out of shapes, describe how to make your
monster in steps and see if a partner can recreate it following
your directions
B. Shape HuntGo on a scavenger hunt around your classroom for 3D shapes – take pictures using an iPad and create a collage. If you don’t have an iPad,
use the printable to record the shapes you
found.
C. Bedroom ShapesCreate a drawing of your bedroom. Showas many shapes as you can, and color
code them.
D. Square StoryCreate a short story about a square that wants to be a circle. Make sure to include
reasons why he wants to become a circle. Don’t
forget to add illustrations! You can use the printable or create
your own booklet.
E. Prepare a DebatePrepare for a debate with a classmate – one of you has to convince the class
that cubes are better than spheres. The other has to
convince the class that spheres are better than cubes. Brainstorm your
reasons why before you present your debate to the
class.
F. Be the TeacherCreate a poster or
chart to teach students how to
identify if a shape is a triangle, quadrilateral, pentagon, or hexagon. Then, explain it to a
partner.
G. Shape Snack ShackCreate a geometry snack shack – you
need snacks of every shape!
H. The Unicorn’s HornWrite a story about a horse that wanted to become a unicorn, and how he tried different cone-shaped items to
find his horn.
I. Shape AnimalsCreate the following animals using only the
given shape:Cat – TrianglesDog – Ovals &
RectanglesDuck – Hearts
R R
R
R R R
R
©Briana Beverly-Sun, Sand & Second Grade
Choice boardShape monster
On the left side, create your monster using different shapes. Then, write down the steps to create your monster on the right side. When you and your partner have both finished your own monsters, you will read your directions to your partner.
They’ll use the back of their paper to draw your monster based on your directions –don’t let them peek at your paper! Does their monster look like yours?!
Name: __________________
A
MY MONSTER: DIRECTIONS:
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©Briana Beverly-Sun, Sand & Second Grade
Choice boardShape hunt
Go on a scavenger hunt around your classroom. What 3D shapes can you find? List them below!
Name: __________________
B
Spheres: Cubes:
Rectangular Prisms:
Cones:
TriangularPrisms:
Cylinders:
©Briana Beverly-Sun, Sand & Second Grade
Choice boardSquare story
Create a story about a square that wants to be a circle. Make sure to include reasons why he wants to become a circle.
Name: __________________
C
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©Briana Beverly-Sun, Sand & Second Grade
Prepare a debateThink about different objects that are spheres and cubes. What objects are most useful? What objects aren’t? Remember, you are trying to convince your classmates that one is better than the other!
Name: __________________
E
___________________ are better than _________________!
Here are my reasons:
1. ___________________________________________________________
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2. ___________________________________________________________
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3. ___________________________________________________________
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4. ___________________________________________________________
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5. ___________________________________________________________
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6. ___________________________________________________________
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8. ___________________________________________________________
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Choice board
Triangle Snacks: Square Snacks: Rectangular Snacks:
Circle Snacks: Pentagon or Hexagon Snacks:
©Briana Beverly-Sun, Sand & Second Grade
Shape Snack Shack
Create a geometry snack shack – you will need to have snacks of every shape! Draw and label the snacks you’ll offer. See how many of each shape you can come up with!
Name: __________________
GChoice board
What is the name of your snack shack? _____________________________________
©Briana Beverly-Sun, Sand & Second Grade
The Unicorn’s Horn
Write a story about a horse that wanted to become a unicorn, and how he tried different cone-shaped items to find his horn.
Name: __________________
HChoice board
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©Briana Beverly-Sun, Sand & Second Grade
Shape AnimalsDraw or use shape blocks to create the following animals using only the given shape.
Name: __________________
IChoice board
Cat: Triangles Dog: Ovals & Rectangles
Duck: Hearts Turtle: Octagons
2.2 Advanced Math
Fluency/Review Multiplication Division
A. Rounding NBT.1
Using a deck of cards (without
face cards) or index cards
with digits 0-9. Turn over 4
cards. Record the number
rounded to nearest
thousandth, hundredth, and
tenth.
B. Art OA.7
Make a booklet with 4
different multiplication
problems. Explain the strategy
you used to solve ease
problem.
C. Repeated subtraction OA7Solve the following problems
using repeated subtraction:
Ex. 12÷6=?
12-6=6. 6-6=0
(1) 16÷4= (2) 24÷8=
(3) 27÷3 = (4) 18÷3=
(5) 30÷5=
D. Fluency OA3
Divide a stack of playing cards
between you and a partner. Hold
the cards face down in your hand.
Each of you will lay down a card at
the same time. The first person to
say the correct product first keeps
the cards. Play until you run out of
cards in your hand. Whoever has
the most in their winning pile, wins.
E. Music Fluency OA3
Create lyrics to a favorite
song to help you learn
your multiplication facts for
numbers:
2
4
6
F. EQUAL GROUPSOA.7.
Using counters, such as beans, rice,
cheez-its, or squares of paper,
(1)Arrange 36 counters into equal
groups two ways to show equal
groups.
(2) Arrange 24 counters two
different ways to show equal
groups
g. Place Value NTB2.Solve the following problems
showing your strategies.
3000-1357=
6010-3270=
7829-3929=
9209-249=
h. Fortune Fun Fluency OA3
Create a fortune teller to help
learn 5's and 9's showing the
problem and the product
(answer inside)
i. ArraysOA7Using a sheet of paper;
Partition a sheet of
paper into an array with a
total of 12 pieces.
Partition another sheet of
paper into an array, this time
with a total of 18 pieces.
h
3.1 Accelerated MathMultiplication Fluency Basic Fractions Fractions on Numberline
A. Fluency OA3Divide a stack of playing cards between you and a partner. Hold the cards face down in your hand. Each of you will lay down a card at the same time. The first person to say the correct product first keeps the cards. Play until you run out of cards in your hand. Whoever has the most in their winning pile, wins.
B. Fractions NF1Fraction Flash: Use index cards to make 8 flash cards showing the following fractions:
1/2, 2/3, 2/4, 3/4, 4/6, 6/6, 3/8, 6/8Illustrate the fraction on the front
and place the answer on the back.
C. Fractions NF2Draw 7 equal lines using a ruler across your page.Mark the left end as 0 and the right end as 1.Partition the lines into the following fractions: halves, thirds, fourths, fifths, sixths, eighths, and twelfths.Label each fraction in its proper place.
d. Fluency OA3On sticky notes or small sheets of paper write the digits 0-9. Using each digit only once, solve the following equations. All 10 numbers should beused tocompletethe puzzle.
e. Fractions NF1Alphabet Fractions: On paper, write the alphabet using different colors for the vowels and consonants. Then, count how many
vowels there are and how many consonants there are. Lastly, write the fraction to show how many vowels and how many consonants
there are out of the total alphabet.
f. Fractions NF2Use your Number Lines to answer the following questions:How many sixths are between 0 and 1?How many 12ths are equivalent to 1 whole?What fraction on the Number Line is equivalent to 2/6 ?
g. Fluency OA3Using flash cards (or on index cards or solo cups) write down the facts you have the hardest time remembering. Build a tower using these cards quizzing yourself as
you go! If you don't know the fact, put it at the bottom of your pile to try again. If some of the cards or cups fall, practice that fact again before restacking.
h. Fractions NF1It's That Time.:Make or print 5 blank clock faces. Divide a face into halves, thirds, fourths, sixths, and twelfths. Tell how
many minutes there are in 1/2 hour, 1/3 hour, 1/4 hour, 1/6 hour, 1/10 hour, and 1/12 hour.
i. Fractions NF2Create two sets of cards modeling at least 6 fractions on a number line (12 total). Put a star on one of the
fractions. Do not label the others. On a separate card, write a matching answer to the stared fraction. Flip all your cards over and mix them up. Lay them out in a grid and play a turnover matching game!
Matching card would say 2/3
D
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