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NTI DAY #6Have your child work on this packet for thesixth day that we don’t have school. If you
have any questions, contact your child’steacher via Remind or Class Dojo! The past 5
packets were all review items from whatwe have already learned. This week we are
furthering our learning and starting on somenew stuff! We are also going to put thesame material on Schoology for amore
interactive learning environment!
Name :
D a t e :
Skills Block
This week we are going to study compound words! In this packe"you wiil find the instructions explaining what you need to complete
and howl
Read the poem “Tree House Sleepover.” Echo read rwith apartner or on your own &think about the typesof words you hear. [Echo reading is where partner Ireads aline (parent/teacher/f riend) and then partner 2repeats that line (you the student)]
2. Highlight all of the compound words you findthroughout the poem.
●Compound words are two words put together to make anew word. For example, sun +shine =sunshine!●In the poem, the words may trick you! Make sure youhighlight only the compound words, not Just the two-syllableones !
3. After you highlight those words, you are going tocomplete word work, read to self and iReady.l
For Word Work, you will separate the word cards into twocategories (compound &non-compound).
For Read-to-Self: Read abook that you have at home oron EPIC. If you read abook from home, go on Dojo andrecord yourselves! (You do not have to. Just if you would liket o )
For Ready, complete 10 minutes of Reading every day! (IFyou can access the app on acomputer or iPad)
Poem: Tree House Sleepover
One night at bedtime, Istayed outsideUnder the moonlight, up in the tree house, where it was
easy to hide
Nobody saw me, tucked out of sightAbranch for my bedroom, aFirefly became my nightlightIdreamed of abig, colorful butterfly in flightIn the morning, Isaw the doghouse to my rightWalked past the goldfish who was still asleep
Can’t wait to have pancakes for my morning treat!
W o r d C a r t t e
bedthme |nncxjnlight |firefly
sleepover ;doghouse ;goldfteh
nightlight d a z z l e maple
Jacket m a s c o t respond
r e t i r e polite c a b m
r o c k e t bund le :humpback
T-Chart: Compound vs. Non-Compound Words
Compotrvd hk)n-<kxYpcxind
This week we will start to focus on picture graphs and bar graphs.Here is the family newsletter:
Use with Ready Instruction Lesson 23
Deat FamilyThis week your child is learning aboutpicture graphs and bar graphs.
data: aset o f co l lected in format ion,
picture graph: away to show data using pictures,bar graph: away to show data using rectangular bars.
W e a t h e r L a s t W e e kThis picture graphshows the number of
sunny, rainy, cloudy,and snowy days lastweek. Each symbolrepresents 1day.
Sunny
Rainy
o oCloudy
Snowy
F a v o r i t e F r u i ti / >This bar graph
shows the favor i tefruits of 10 friends.
The height of eachbar tells how manyfriends prefer eachtype of fruit.
“ O
I ^I t -0>
12 o - L
Apples Oranges Grapes
Invite your child to share what he or she knows aboutgraphs by doing the following activity together.
Materials: coins, paper, markers
Practice making apicture graph and abar graph with your child.Gather 10-12 different coins.
Have your child sort the pennies, nickels, dimes, and quarters, andcount the number of each type of coin.
Fill in the picture graph and the bar graph with the data. Drawcircles with the letters P, N, D, and Qto show coins on the picturegraph.
Ask your child to describe the differences between the two graphs,which type he or she prefers, and why.
C o i n s
P e n n i e s
N i c k e l s
D i m e s
Quar te rs
C o i n s
1 098
65
432
0 -
Today we will focus on pages 208-20^ &Practice and Problem-Solving Pages 233-234! After that, complete 10 minutes of iReady
Math (if you are able to access it)lHere are copies of both of them:
T T
,
Draw arid Use Bar Graphs and Picture GraphsLesson 23 introductionIS- M . 2 . 2 3
m-.
K n o w■0You know how to odd and subtract to solve problems.
i #I IS'i Parker asked his friends to tell him their favorite vegetable.
He organized their answers in apicture graph.
Favorite Vegetables
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m; M
\ L * * ● a. How many carrots are on the graph?
b. How many beans are on the graph?
c. Write an equation to find how manyfriends chose carrots and beans in all.
This tells how manyfriends chose carrots.
This tells how manyfr iends chose beans.
■;51+
d. Write an equation to find how many morefriends chose carrots than beans.
t -
2 0 8 Lesson 23 Draw and Use Bor Graphs and Picture Graphs ©Curriculum Associates, liC Copying Is not permitted.
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Favorite Vegetables ^
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The information shown in graphs is called data. t I'B
Reflect Workwith apartner.Talk About It How are the Favorite Vegetables picture graphand bar graph alike? How are they different?
Write About It
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Lesson 23 Draw and Use Bar Graphs and Picture Graphs 209 ^©Curriculum Associates, LLC Copying is not permitted.
L a s s o n 2 3
Draw and Use Bar Graphs andPicture Graphs :
Prartqiiisite:
Study the example showing how to use information inpicture graphs. Then solve Problems 1-9.
Example
less made this picture graph to show thekinds of shoes her friends are wearing. Howmany friends are wearing sneakers orsandals?
Types of Shoes7f r iends are
wearing sneakers.© © © © © © ©S n e a k e r s
B o o t s
5 f r iends are
wearing sandals.© © © © ©S a n d a l s
7 + 5 = 1 2
So, 12 friends are wearing sneakers or sandals.
Use the picture graph in the Example toanswer the problems below.
DHow many friends are wearing sandals?
BHow many friends are wearing boots?
BComplete the number sentence to showhow many more friends are wearingsandals than boots.
5-2=
Vocabularypicture graphaway to show datausing pictures.
2 3 3©Curriculum Associates, LLC Copying is not permitted. Lesson 23 Draw and Use Bar Graphs and Picture Graphs
S o l v e .
Ezra asked his friends if they like to drawwith crayons, pencils, or markers best.Then he made this picture graph.
Favorite Drawing Tools
© © © © © ©Crayons
© © © © © © © ©P e n c i l s
© © ©M a r k e r s
DHow many friends chose pencils?
mHow many friends chose markers?
QComplete the number sentence to showhow many fewer friends chose markersthan pencils. 8 - 3 =
BWrite anumber sentence to show howmany friends chose crayons or markers. +
QDo more friends like to draw with crayonsor pencils? Circle what more friends like.Then write how many more friends like todraw with that tool.
Crayons
Pencils
m o r e
BWrite another question about the picturegraph. Then answer your question.
2 3 4 ©Curriculum Associates, LLC Copying is not permitted.Lesson 23 Draw and Use Bar Graphs and Picture Graphs
Determining Story Elements and Central Message: “The Ants and TheGrasshopper” -Module 4: Unit hLesson 6
Step |: Think about the prefix un-. How does un- change the meaning of aword? Practice by reading the following words allowed
p a c k d o a b l e happy
Now read the words again but add the prefix un-.
Unpack undo unab le unhappy
The prefix un- makes the word mean the opposite. Iwas happy, but whenyou add the pref ix un- Iam no longer happy.
Step 2: Rethink on previous discussions regarding Fables and the CentralMessage. Read “The Ants and the Grasshopper”
‘ T h e A n t s a n d t h e G r a s s h o p p e rM
I One br igh t day in la te au tumn aFami ly oF Ants werebust l ing about in the warm sunsh ine, dry ing out thegra in they had s to red up dur ing the summer, when astarv ing Grasshopper, h is F iddle under h is arm, came upand humbly begg^ For abite to eat.
2 ’■What i " c r ied the Ants in surpr ise, "haven’ t you s toredany th ing away For the w in te r? What in the wor ld wereyou do ing a l l las t summer?"
3 “ I d idn’ t have t ime to store up any Food,” whined theGrasshopper ; " I was so busy mak ing mus ic t ha tb e F o r e I k n e w I t t h e s u m m e r w a s g o n e . ”
4 The An ts shrugged ther shou lders in d isgus t ."Making music, were you?” they cr ied. "Very wel l , nowdance ! ” And they tu rned the i r backs on theGrasshopper and wen t on wr th the i r work .
“The An+s end the Grasshopper" by Aesop. TTts A&sop For CHktren Chicago RandMcNal ly &Co,, Nq.
step 3: Reread the first sentence in part I-"One bright day.” Think aboutthe word bright and its meaning. What else can you think of that can bedescribed as bright? Make alist below.
Ithink the following items can be described as bright.
Step 4: Read the story asecond time practicing fluency skills (with meaning:with expression, smoothly, at just the right speed) Complete the followingactivity in which you identify the story elements and the central messageof the story.
Step 5: Using blank paper and art materials you have at home, createartwork inspired by the text. Experiment with creating lines, shapes, ordesigns, (watercolors are mentioned but whatever you have is perfect.)
story Elements and Central Message QossNotes: "The ^ts and the Grossho|Dper"
M i d d l eBeginning
ProblenVChallengeSetting
Response toM a i n C h a r a c t e r sp rob lem
Central Message\ ● *
W h a t i s t h e l e s s o n o rcentral message inthis story?
Is the problems o l v e d ? H o w ?
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Where ILive )H o u s e n u m b e r :
S t r e e t :
Town or city:
C o u n t y :
S t a t e :
Count ry :
C o n t i n e n t :
Hemispheres : a n d
P l a n e t :
Draw apicture of your home. Draw amap of your state.
Super Teacher Worksheets -i jmMCJUtpejdfextchfiDkfljksheeb.COm
Activity:
-Pol l inat ion Creat ionDirect ions:
-Thinking about pollination-, create aflower that apollinator would beattracted to. Use as many materials and resources you’d like. Attach yourflower to the following page and provide information by answering thequestions provided.
o o o
Which pollinator would pick your flower? Circle one.Paste your colored flower here.
B i r d s W i n dI n s e c t s
Explain why this pollinator would pick your flowerusing the questions below.
What color is your flower?
Explain your flower's shape and size.
Does your flower have ascent or smell?
Why or why not?
Does your flower make nectar?
Why or why not?
What do you think would happen to flowers if their pollinators disappeared?
NTI DAY #7Have your child work on this packet for the
seventh day that we don’t have school. If youhave any questions, contact your child’s
teacher via Remind or Class DojolThis week we are furthering our learning and
starting on some new stuff! We are also goingto put the same material on Schoology for a
more interactive learning environment!
Marne:
D a t e :
Skills Block
Today is Decodable Day! Yayl Below are theinstructions on how to complete today's lessons.
LHave an adult read the engagement text to you.Read through it on your own if you would like. Ifyou get on Schoology, listen to Ms. Kaylee readthrough the Engagement Text and follow alongl^.Answer the following comprehension questions.
●What changes liquid water to gas vapor?
●What is the process called when water turnsfrom agas (or vapor) to aliquid?
●“A cycle is aseries of events that happensover and over again, in the same order." In thelast line of the text, we read “...and the cyclewill start all over again." What is the watercycle?
●One Form that water can take is aVapor’.What do you think it means for liquid water to‘evaporate’?
●Who is speaking in this excerpt? “Ive done it allmore times that you can count. Why, Isprinkled your grandparents when they werekids. I’ve soaked knights in shining armor. I’veeven drenched d inosaurs that l ived mi l l ions of
years ago. Imay look dewy, young, and fresh.I’m nearly as old as the Earth. How did Ido it?
●"When the mirror in your bathroom getsfogged up, what do you think is happening?Why?’’
You can answer the above questions out loudwith aparent or write the answers down on your
paper! Your choice ©
3.N0W you need to go over the sight words forthe week. Discuss if they are snap or trap words
a n d e x p l a i n y o u r r e a s o n i n g !everyday 1everyone ]everybody w e ’ r e
people a f t e r n o o n s n o w fl a k eyou’re
4. Go through your decodable story and highlightthese sight words and circle any weekly spelling
pattern words-- compound words!5. Answer the questions below From the
decodable book you Just read!
Word Work &Read to Self will be combined today(Just like normal) -Read the decodable book andanswer the questions.
Ready -Do 10 minutes on Reading! (If you are ableto!)
Engagement Text: “if sRainhg!»
I’m Walter Water. Ilove raining down fasti Of course, Ialso likeshowering down in anice, light drizzle. Or floating down as asoft snowflake.Or storming down as an icy hailstone.
I’ve done it all more times than you can count. Why, Isprinkled yourgrandparents when they were ycfevl’ve soaked knights in shining armor. I’veeven drenched dinosaurs that lived millions of years ago. Imay look dewyyoung and fresh, but I’m nearly as old as the earth.How did Ido it?
Well, the total amount of water on Earth doesnt change. But water itselfchanges.
It can be solid ice, wet liquid, or agas called water vapor.
You cant see, smell, or touch water vapor, but t’s always in the air. Wheredoes ft come from? Heat changes liquid water to agas or vapor. We say thewater evaporates.
If you put aspoonful of water in acup and place the cup on asunny windowsill, you’ll see that In afew hours the cup will be dry. The hot sun heated theliquid water, changing tto water vapor.
Heat from the sun evaporates surface water in oceans, puddles, and wetground too. The water vapor goes into the air, where it gets pushed aroundby the wind and carried high into the sky. But the higher you go in the sky,the colder the air gets.
When water vapor gets cold enough, you guessed it-it changes from gas toliquidl We say it condenses.
You can see for yourself. Fill aglass with some water and lots of ice. Wat aminute or two, then touch the glass.
The drops of water on the glass are condensation. When water vapor in theair touched the cold glass, ft changed mto liquid.
Have you ever seen your breath on avery cold day? That’s condensationtoo. The cold changed the water vapor in your breath to alittle cloud oF tinywater droplets.
High up in the sky, water vapor condenses into clouds of tiny water dropletstoo. But there are zillfons of droplets in acloud-each too teeny for you tos e e .
Inside the cloud the tiny droplets bump into one another and Join together.They make bigger and bigger drops. When the drops get big and heavyenough, the cloud can’t hold them anymore. They fall out of the cloud asraindrops. If it is cold enough, the drops may freeze into ice instead and fallas snowflakes or hailstones.
Back on Earth, some of the rain runs into streams or rivers that flow intothe oceans. Some soaks into the ground and gets trapped in deep wells. Andsome collects in puddles.
And when each drop of surface water is heated by the sun, it will evaporateand the cycle will start all over again.
Raining!" by Army Tao. Click. May/Tun l(X)]G-\7. ©2010 by Qgcyg^Publi ing Company.Reproduced wilti permission. All Cricket Media material is copyrighted by jjijn^g^PublishngCompany, d/b/a Cricket Mecki, and/or various authors and illustrators. /\ny commercialuse cr distribution of material without permisston is strictly prohibited. Please visithttp7/cricketmedia.conVlicensing for licensing and http7/www.&rickctmedlQ£Q.mZ forsubscriptions.
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5. Read page 5. Draw apicture to illustrate what this page is talkinga b o u t .
6. Write asentence for each of the following words:
a. there
b. they're
c . t h e r e
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© N n d d o d
Complete pages 210-211 &Practice &Problem-Solving Pages 235-236. Complete 10 minutes of IReady Math if you are able to access
i t !
Lesson 23 Modeled andXauided Inst ruct ion
Using aPicture Oraph and Bar Oraph
Read the problem. Then you will use the graphs toanswer questions.
Martin asked the students in his class, "What is your favoritesport?" His results are in the tally chart.
S o c c e r B a s e b a l l T e n n i s F o o t b a l l
+ W I I f t n
How many students did Martin ask?
^Picture It You can make apicture graph.Favorite Sports
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S o c c e r B a s e b a l l Te n n i s F o o t b a l l
^Model It You can make abar graph.Favorite Sports
^ 7^ -I S 6
5 5'S H
3
IS o c c e r B a s e b a l l T e n n i s F o o t b a l l
» 2 1 0 Losson 23 Drew end Use Bor Graphs ond Picture Graphs ©Curriculum Assodcrt«, U.C Copying is not permitted.
^Connect It Use the graphs.QHow do you use the picture graph to find the
number of students who chose soccer?
QHow do you use the bar graph to find the numberof students who chose soccer?
QHow many students chose soccer as their favorite?QExplain how to use the bar graph to find the total
number of students Martin asked.
QHow many students did Martin ask? Show your work.
^Try It Try more problems.QHow many fewer students chose tennis than football?QTwo students changed their answers from soccer to baseball.
Now how many students chose soccer?Now how many students chose baseball?
t v2 1 1 ^©Curriculum Assodotes, LLC Copying is not permitted. Lesson 23 Draw and Use Bar Graphs and Picture Graphs
Lesson 23N a m e :
Study the example showing how to use apicture graphand abar graph. Then solve Problems 1-13.
Example
Val counted the shapes ofher stickers. She made
abar graph. How many ofher stickers are circles?
The bar for Circles goesup to the line for 6.
Val has 6circle stickers.
ShapesU ) 6 - ^ -a
5 -r a ■ t ' -
i n4 -
o3 -
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Use the information from the Example toanswer Prob lems 1-4 .
How many triangles does Val have?
How many hexagons does Val have?
Complete the number sentence to showhow many more triangles than hexagonsVal has.
5 -
VocabularyWrite anumber sentence to show how
many squares and circles Val has in all. bar graph away toshow data usingbars.
2 3 5©Curriculum Associates, LLC Copying is not perrailied. Lesson 23 Draw and Use Bar Graphs and Picture Graphs
Solve.
Favorite FruitsSaul asked his friends, "What is yourfavorite fruit?" Then he made this picturegraph.
606$ ^
0 ^ 6
BHow many friends chose apples?
BHow many friends chose pears?
BComplete the number sentence to showhow many friends chose apples or pears.
0®'
7 +
BHow many fewer friends chose bananasthan cherries?
Favorite InstrumentsRachel asked her friends, "What is yourfavorite instrument?" Then she made
this bar graph.w7-■0 '§ 6 “IE 5-
4 -
I 3 -I T
aHow many friends chose piano?
(B How many friends chose drums?0
BHow many more friends chose piano thandrums?
(B How many fewer friends chose trumpetthan guitar?
mHow many friends did Rachel ask?
2 3 6 Lesson 23 Draw and Use Bar Graphs and Picture Graphs ©Curriculum Associates, LLC Copying Is not pcrmiiied.
E L AWriting about Literature Moduie 4: Unit 1^ Lesson 7
Step i- Look at the following song, “We Do What We Can.” Sing thefirst two verses of the song. Follow the directions to completethe questions.
Directions: Read the two verses from "We Do What We Can" below.
Underline the repeated lines.
We do what we can, we do what we can.
To make our space abetter place, we do what we can.
We do what we can, we do what we can
We all do our part when we do what we can.
1. What is the central message of the song?
2. What helped you determine the central message?
Directions: Use your understanding of prefixes to answer thequestions.
1. Mar/s friend was disloyal to her. If you know that loyal means to betrue to someone, what might disloyal mean?
2. Iam unable to come to your party. If you know that able means todo something, what might unable mean?
3. The plants were sprayed with nontoxic plant food. If you know that
toxic means poisonous, what might nontoxic mean?
step 2: Recount the fable, ‘The Ants and the Grasshopper” fromyesterday’s work. Review the story elements and centralmessage. ** The central message is "There’s atime for work and atime for play.”
Step 3: Prepare to begin writing aparagraph. What is aparagraph? -a group of sentences that develop the idea (Thinkback to lesson 3and our paragraph on The Little Humingbird)
Done Steps
Review anchor chart of The Little Hummingbird
Write asentence to tell the title, setting^and main characters .
Write asentence about the problem orchallenge in the story.Wr i t e a s e n t e n c e a b o u t h o w t h e c h a r a c t e r s
respond to the problem or challenge.
Write asentence telling if the problem wassolved or not. If it was, write about thesolut ion.
Wr i te asen tence to te l l t he cen t ra l
message of the story.
Use this to guide your paragraph creation of The Ants and theGrasshopper. Write in the space provided below.
step 4: Create apiece of artwork in which you design the settingfrom "The Ants and the Grasshopper” as you see it. Use yourimagination and ciues from the story elements and centralmessage as your guide. Use any and all materials necessary.
Social StudiesN a m e :
Reading aMap 9 ©Our Neighborhood ©_
9 First St reetJ l I M
99E d d i e s ' s H o u s e'd*o3X-I qnR9 9 J K i mZ 9^ \ 2 7 A
0 □ 0 0 Q 0
I gmgJn0 0 0 0
D a v i sP a r k
S e c o n d S t r e e t 0 )
93
3
9 I 9cco0
9 > s - m a r t V< K E YE ooO T h i r d S t r e e t U J
■Ai^ Piayground
P o l i c e S t a t i o n
H o u s e
Supermarket
R e s t a u r a n t
9Corey’s House 9O 9 □D O ^am nF o u r t h S t r e e t
V 9 9 9□o d X ^O ML i s a ’s H o u s e
S c h o o l
1. Label N, S, E, and Won the compass rose.
Write north, south, east, or west to complete each sentence.2. To go from Eddie's house to the school, you travel .
3 . The supermarket is o f L i s a ’s h o u s e .
4 . Apolice officer would go t o D a v i s P a r k .
S t u d e n t s w a l k5 . to the school after using the school playground.
6 . Corey goes t o e a t a t t h e r e s t a u r a n t .
7 . E d d i e w o u l d w a l k to use the Davis Park playground.
8 . E d d i e w o u l d w a l k to visit Lisa.
Super Teacher Worksheets -www.superteacherworksheets.com
Activity:-Poiiination Rap
Direct ions:
-View the Poiiination Rap using YouTube. Simpiy search for"Poiiination Rap." Dance around, sing aiong, make it FUN! Oncecompiete work to create your own song about Poiiination. Youcan create any type of song you like!
NTT DAY #8Have your child work on this packet for theeighth day that we don’t have school. If you
have any questions, contact your child’steacher via Remind or Class Dojo!
"his week we are furthering our learning andstarting on some new stuff! We are also going“o put the same material on Schoology for a
more interactive learning environment!
Name :
D a t e :
Skills Block1. Go over the contractions from the sight words
introduced yesterday. Tell your parents wha"contractions are; what two words do you think were
put together to create the contraction “we’re”?What about “you’re”? What about “they’re”?
Z. Write asilly sentence using these contractions andsome compound words.
3. Complete word work (sentence builders), Read toSelf (On Epic or Record yourself on Dojo) and do 10minutes of iReady Reading (if you can)ll
Woncd F o n S e n + - e r K i e B u l l c J e t r ^
s e o s V ^ e l l
n o i - e V D O o k
p i n e a p p l ea n v o n e
1 " l n ( j i n c l e r ' s i “ o n m
b a c k v c i r ' c lV D O s e b a l l
f c > n e a k F a s i "
c o w V D o y sn a i n l D o w
b e d n o o m
Sentence Builders: Compound Words
Choose wcrds Prom the Word Let for Sentence Builders to build sentenceswith plural endings.
I. Ifound apretty
walking on the beach.
w h i l e I w a s
Z I w r i t e a b o u ” practice in myat school.
3.1 ate yogurt and f o r
this morning.
4. We pretended to be
played in the
w h e n w e
5. Did
the sky after the rain?
s e e t h e i n
6.1 heard the from my
yesterday.
Complete pages 212-213 and Practice &Problem-Solving Pages237-238! After that, do 10 minutes of
iReady math (if you are able to)!Lesson 23 In’* Modeled and Guided Instruction
Making Bar Graphs and Picture Oraphs
Read the problem. Then you will show the data in agraph.
Lynn visited an apple orchard. She looked at one row of trees.She wrote down the color of the apples on each tree.
red, red, yellow, green, red, green, red, red, yellow, red, green, green
First, organize the data. Then make apicture graph and abar graphto show the data.
Model It You can organize the data inatally chart.
R e d Ye l l o w G r e e n
- m t i
Model It You can organize the data ina t a b l e .
Color of Apple Number of TreesR e d 6
Y e l l o w 2
G r e e n 4
2 1 2 oCuiticulum Assodotes, UC Copy&ig Is not permitted.Lesson 23 Draw and Use Bor Graphs and Picture Grc^hs
.T'-
^Coflfiect It Make apicture graph and abar graph.For Problems 9-11, use these graphs and the datafrom the previous page.
Apple Orchard Trees
6
s» “ 4o
I 3h
1
0R e d Y e l l o w G r e e n R e d
QColor the picture graph to show how many yellowapple trees and green apple trees Lynn saw.
no On the bar graph, fill in the title and labels.mColor the bar graph to show how many yellow apple
trees and green apple trees Lynn saw.
^Try It Draw abar graph.0Make abar graph for this data. Show your work
on aseparate sheet of paper.
F a v o r i t e C o l o r s
G r e e n R e dB l u e Purple5 6 2 3
☆2 1 3 ^©Curriculum Assodates, LLC Copying is not permitted. Lesson 23 Drow ond Use Bor Grophs ond Picture Graphs
L e s s o n 2 3N a m e ;
I V
. - i a i ' '
Study the example showing how to make abar graph fromatally chart. Then solve Problems 1-8.
ExampleAva made the tally chart below toshow the colors of heart stickers she
has. Then she made the bar graph.
S t i c k e r C o l o r s
6 -91
w 5I- 4 -Y e l l o w P i n k R e d o
^ 3t
E 2 -1 1 - f c : .
k-
Ava wrote the title of her graph above it. 0Y e l l o w P i n k R e d
Ava wants to make apicture graph. Usethe information in Ava"s tally chart forP r o b l e m s 1 - 4 .
DWrite atitle on the line above the graph.
BWrite the missing color name next toYellow and Pink. C?
C?BDraw the correct number of hearts abovethe word Yellow.
QDraw the correct number of hearts abovethe word Pink.
Y e l l o w P i n k
2 3 7©Curriculum Associates, ULC Copying is not permitted. Lesson 23 Draw and Use Bar Graphs and Picture Graphs
S o l v e .
Carter made this tally chart to show thecolors of flowers in his window box. Use
the data in Carter's tally chart to completethe bar graph.
W h i t e Purple Orange
52 7-0 ;
5 6 -
i 5 -o 4 -
I 3 -E 2 -
2 1 -
0W h i t e P u r p l e
What is agood title for the graph?Write it on the line above the graph.
Fill in the missing color next to the wordPurple.
Draw abar to show how many whiteflowers there are.
Vocabularyd a t a a s e t o f
co l l ec tedi n f o r m a t i o n .
Draw abar to show how many purpleflowers there are.
2 3 8 Lesson 23 Draw and Use Bar Graphs and Picture Graphs ©Curriculum Associates, LLC Copying is not permitted.
E L ADetermining Story Eiements and Central MessageModule 4: Unit |: Lesson 8
Step |: Take alook at the following Australian Aboriginal Folktalk,“Bunnyyarl (bunny-yarl) the Files and Wurrunnunnah (war-a-noo-nah) the Bees!' Before reading reflect,
-"How do story elements help us recount the fables andfolktales we have read?” (They remind us of the Importantparts of the story)
-What Is Important about the centra! message of astory?” (big takeaway from the story what the authorwants us to apply to our own lives)
Step 2: Read the following text. Take note that this text isanother version of the previously read text. The Ants and theGrasshopper. **Remember that folktales share many similaritiesbut have differences because they are written by differentpeople from different cultures in different times and places.
Bunnyyarl the Fliesand Wurrunnunnah the Bees
( (
n
(Australian Aboriginal folktale)
Once there were two groups of people, the Bunnyyarl (bunny-yarl) andthe Wurrunnunnah (war-a-noo-nah). They were fannily, and they lived inone camp. The Wurrunnunnah worked very hard. They always gatheredfood, even when there was already enough. They did this so that theywould have enough later. The Bunnyyarl did not think about the future.They wasted their time playing. They never thought about gettingenough food for later.
One day the Wurrunnunnah said, “Come out with us. We are going togather honey from flowers. Soon the winter winds will blow the flowersaway. Then there will be no more honey to gather."
2
"No,” said the Bunnyyarl, "We have something to do here." And off theywent, wasting their Time. They knew that the Wurrunnunnah would sharetheir honey with them.
3
The Wurrunnunnah went alone and left the Bunnyyarl to waste theirtime. The Wurrunnunnah gathered the flowers and stored the honey,and never more went back to live with the Bunnyyarls, for they weretired of doing all the work.
4
As time went on the Wurrunnunnah were changed into little wild bees,and the lazy Bunnyyarls were changed into flies.
5
"BunnYYQrl the Flies and Wurrunnunnah the Bees" is from Australian Legendary Tates, published in 18% by K. Langloh Parker, one of the Firstcollections of folklore From the Australian Aboriginal people to be translated and published in English.520L Sources:hftp://www.sacred-texts.com/aus/alt/alt30h1m hftos://archlveorg/defalls/cu3FIZH02^Cft060
step 3: Reread and complete the story elements and centralmessage below.
Beginning Micidie
Problem/ChallengeSetting
.Response to problem/J c h a l l e n g efl — B
M a i n C h a r a c t e r s
Central MessageE n d
\
Is the problemsolved? How?
What is the lesson or
xr central message in thiss to r y?
step 4: Create apiece of artwork in which you design ascenefrom Bunnyyar! {bunny-yarO the Flies and Wurrunnunnah (war-a-noo-nah) the Bees!' as you see it. Use your imagination and cluesfrom the story elements and central message as your guide. Useany and all materials necessary.
Social StudiesN a m e :
Reading aMap D a v i s S t r e e t
Underline the map title.
Write N, S, W, and Eon the compass rose.
Label the road Davis Street.
Trace the railroad with purple.
Color the park green.
C o l o r t h e s c h o o l r e d .
Color the supermarket brown.
Color the restaurant yellow.
C o l o r t h e h o u s e s s o u t h o f t h e r o a d b l u e .
Color the house east of the railroad orange.
Super Teacher Worksheets -www.superfeacherworksheefs.com
P.E.Activity:
-Poiiination Transfer (The foliowing activity is afun way toget moving. Encourage parents, siblings to play along!)
Mate r ia l s :-small items such as (cotton balls, pom-poms,marshmallows, or simply piece of wadded up paper)-kitchen spatula, fly swatter, or spoon-2 empty boxes, sheets of paper, or designated surfaces
Direct ions:
-Your goal is to transfer as many "pieces of pollen” aspossible from one flower to the next. The trick is you have Iminute (set atimer!).-Place your small items on your designated surf ace (thiscould be in abox or on asheet of paper)-Using your (spatula, swatter, or spoon) work to move smallitems "pollen” from one designated surface to the next.-RULES: you cannot pick up dropped pollen AND you can onlyuse your device to carry NOT YOUR HANDS!!-Whoever moves the most pollen WINS!
NTI DAY #qHave your child work on this packet for theninth day that we don’t have school. If you
have any questions, contact your child’steacher via Remind or Class Dojo!
This week we are furthering our learning andstarting on some new stuff 1We are also going“o put the same material on Schoology for a
more interactive learning environment!
Name :
D a t e :
Skills BlockI.Go over the homophone sentence and see if you can pick
out the two words that sound the same tDut havedifferent speliings.
They’re eating their iunch over there.
2.What were the homophones that you heard?
3.D1SCUSS what each word means,
(they’re =they are-, their=something belongs to them-,there=a place)
4.Practlce your fluency. Read the excerpt below! Are youreading smoothly? Are you reading at Just the righ"
speed? Are you reading with expression and meaning?
S.Word work =Syllable Slice &Make AWord Word Cards?ead to Self =Read abook on Epic or find one around
your house. If you read one, make sure to recordyourselves on Dojo (if you can)!
iReady- Do 10 minutes of iReady Reading if you are able toaccess the appl
Excerpt from Student D^cdable Reacter:“Solid, Liquid, or Vapcr*’ (pa^ 6-7)
OK, listen up everyone! You’re going to take alithequiz Listen to the examples in each of the nextthree pages. Say what ki|nd of water you wouldsee: liquid, solid, or vapor.
Example #\- Awoman is making coffee with veryhot water. There is steam rising from thecoffeepot. Is this steam aliquid, asolid, or avapor?
M a k e a W o r d = W o r d C a r d s
b a t h i H D o m i a r m I c h a i r
h e a d i p h c j n e i h o u s e i b o a t
s t a r Fish ibutter: fl y
b a b y i F a m i l y i F o o t i b a l l
l a d y i a r m y i d o o r ; s t e p
s e a i s h e l l s : a F t e r i n o o n
Syllable Slice
C^recHons: Segment syllables in each word with aslice (/). Write thetotal number of syllables after you "slice."
Example: nap/kin 1
disagree
impossible
s a d n e s s
quickly
frighten
incomplete
nameplate
d e d i c a t e
helpful __
payment
i n c o r r e c t
politeness
Complete pages 214-215 and Practice &Problem-SolvingPages234-2401 Complete 10 minutes of iReady Math if you
are ab le to access i t l
Lesson 23 o&Quided Practice
Making G^r Qi^plp and Picture Graphs JStudy the model below. Then solve Problems 13-15.
Ixample
Gavin made apicture graph to show the stickers he has.How many more stars does Gavin have than moons andd o t s c o m b i n e d ?
"Sticl^rs m
M o o n
H e a r t
S t a r
D o t
Look at how you can show your work.6 - 3 = 51 + 2 = 3
Answer He has 5more stars than moons and dots combined.
C13 How many more yellow stickers does Gavin havethan red s t i cke rs?
Show your work.How many yellowst i cke rs a re the re?
How many reds t i cke rs? F ind the
total of each and
then compare.
aW i
A n s w e r
2 1 4 lesson 23 Draw ond Use Bar Grophs ond Picture Grophs CCurrkulum Associates, LLC Copying Is not permitted.
w ●■■A?
■V . - . v ; \:h'Tik- m mhjir^'
s;s●>r!
:4%
ma
■4 M M , J|6<
CD Ally made this graph on Sunday morning. Then sheread 2more books that day. Fill in the graph toshow that she read 2more books on Sunday.
Books Read Each DayWhat is the totalnumber o f books
for Sunday?5
OQ
o 3
3
z 1 w m
M*
0Thursday Friday Saturday Sunday
mHow many fewer books did Ally read on Thursdayand Friday combined than on Saturday?A 1
This problem hastwo steps. What doyou need todo first?
B 2
C 3
D 4
John chose Cas the answer. This answer is wrong.How did John get his answer?
2 1 5©Curriculum Associates, LLC Copying is not permitted. Lesson 23 Draw and Use Bar Graphs and Picture Graphs
L e s s o n 2 3N a m e :
Solve the problems.
OTia makes this picture graph to show thebead shapes in her collection. Then hermom gives her 3more flower beads. Fillin the graph to show how many flowerbeads Tia has now.
Wha t t he t o t a lnomher oi tloWerbeads'Tio hasnow?
Bead Shapes
H e a r t s
F l o w e r s
M o o n s
☆S t a r s
QUse your picture graph from Problem 1to answer the questions below.How many more hearts does Tia havethan moons and stars combined? Circlethe correct answer,
A 5
hoW inany stepsare thereto solvingthis probleryi?
C 3
B 4 D 2
Fiona chose A. This is wrong. How didFiona get her answer?
2 3 9©Curriculum Associates, LLC Copying i.s not permitted. Lesson 23 Draw and Use Bar Graphs and Picture Graphs
S o l v e .
QMilo recorded the number of journalpages he wrote each day in the tallychar t be low.
W/iotcon you lookoton tke bargraph to kelp youdraw each bar the
ecf height?Sunday Monday Tuesday c o r r
Use the tally chart to complete the bargraph.
●Draw the two missing bars.●Write the missing day.●Give the graph atitle.
7t / 1
o
S’ 6-a . 5 -! 4 -J O 3 -
I 2 -Z 1 -
0Sunday Monday
QLook at the data in Problem 3.How many fewer pages did Milo write onTuesday than on Sunday?
Can you uye anurnber sentenceto -find hoW manyfewer pages / iloWrote?
240 Lesson 23 Draw and Use Bar Graphs and Picture Graphs ©Curriculum Associates, LLC Copying is not permitted.
E L AWriting about Literature
Step |: Recount the text"Bunnyyar! (bunny-yar!) the Flies andWurrunnunnah (war-a-noo-nah) the Bees!' Think about the storyelements and central messgage.
Module 4: Unit 1^ Lesson 4
-’’What are examples of the story elements that help usfigure out the centra! message In astory?” (setting,characters, problem/challenge, how characters respond toproblems/challenges)
Step 1- Prepare to begin writing aparagraph. (Think back tolesson 3and lesson 7and our paragraph writings)
Done Steps
Review anchor chart of The Little Hummingbird
Write asentence to tell the title, setting:and main characters .
Write asentence about the problem orchallenge in the story.Wr i t e a s e n t e n c e a b o u t h o w t h e c h a r a c t e r s
respond to the problem or challenge.
Write asentence telling if the problem wassolved or not. If It was, write about thesolut ion.
Wr i te asen tence to te l l t he cen t ra lmessage of the story.
Use this to guide your paragraph creation of "Bunnyyarl {bunny-yarl) the Flies and Wurrunnunnah (war-a-noo-nah) the Bees!'.Write in the space provided below.
step 3: You can finish previousiy started creation or design anewone. “Think high-quality work &multiple drafts!
Create apiece of artwork in which you design ascene from‘'Bunnyyarl (bunny-yarl) the Flies and Wurrunnunnah {war-a-noo-nah) the Bees!' as you see it. Use your imagination and clues fromthe story elements and central message as your guide. Use anyand all materials necessary.
Social StudiesN a m e :
Reading aMap X
%
K E YC a m p i n gTr a i l e r
A T e n t
1^ C a b i n
C a m p fi r e
R o w b o a t\ . " X ' T
%
L a n d
W a t e r
1. Label N, S, E, and Won the compass rose.
2. Color the land green and the water blue.
Write north, south, east, or west to complete each sentence.
3 . T h e r o w b o a t s a r e of the campfire.
4. The camping trailers are o f t h e t e n t s .
5 . T h e c a b i n s a r e of the tents .
6. The campfire is of the camping trailers.
7 . T h e i s l a n d i s o f the cab ins .
Super Teacher Worksheets -www.superfeacherworksheets.com
Specialistsgrade ART
You can use whatever supplies you have at home to draw and addcolor if possible.
Remember our lessons on Van Gogh and his sunflowers.
Why did we say he was ahistorical artist?
What made his style different from other artists?
Flowers are usually made of organic shapes, so no two flowersare exactly the same. We also talked about how the petals can beshaped, turned, and drawn in many ways. Ihave included aphotoof the petals Idrew for you, so you could see avariety of waysto do it.
Draw some examples of middle shapes and petals.
Iam including aphoto of the painting as weil and some step bystep drawings to heip you become even better at drawing thevase of fiowers! I’ve even inciuded afun roii the dice game to mixthings up!
C O P Y R I G H T £ 0 0 8 M fi R G fi R E T E S f t fl K ; L I C E N S E D T O f t B O U T . C O M
How to Draw aVase
2. Draw ahoriKjntal Oval for the top of the Vase.1. Draw an upright Oval
3. Draw asmall horizontal Oval for the base ofthe Vase.
5. Erase any lines no lor^er required. Draw anOval inside the top Oval to create arim, makingsure the back rim is smallerthan the front
4. Draw small curves connecting the main bodyofthevasetothetop of the vase.
copyright Richard &Diana Moorew w w a r t s c h o d n z c o m
Di^qw aSunflower w i t h aL I N E
The DrawPage-com/whisperLine)Make the middle circ les-
begin to add some petals-Add more beh ind those-Add even more petals
behind those petals-Make anice long Stem-
Then add leaves-Color !
H o s e
m u i i \ V .
( y
!vi n' \ v
p
Van Gocih's funflowepsQJ
1 s t R o l l 2 n d R o l l I r d R o l l 4 t h R o l l
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NTI DAY #10Have your child work on this packet for the"enth day that we don’t have school. If you
have any questions, contact your child’steacher via Remind or Class Dojo!
This week we are furthering our learning andstarting on some new stuff! We are also goingto put the same material on Schoology for a
more Interactive learning environment!
Name :
Da te -
Skills BlockPractice your spelling words for the week. They are listed
below. Rainbow write them!alongside bedtime doghouse earthquakefi n g e r n a i lfirefly humpback keyboard moonlight n i g h t l i g h "
pancakes sleepover suitcase underline w e e k e n dWord Work- Complete Segment the Syllables &Make A
Word Page!Imagine Writing: Imagine if....
Imagine if you were abutterfly/bee/bat! Where wouldyou fly to? What would you do all day?
Segment the Syllables Word Cards
r e l a t e
piratealonginside
party
garden Iwe lcome
activityb r o t h e r i c h i c k e n s
● 1 -
f r i g h t e n i l o c a l — j
c o m f o r t I s t o r m y
a c r o s s
p
I T )
3 -
S Io ^
CO
Csl
-0 .
Make aWord: Word List
Write the words that make acompound word.
Corripc)und Words
b a t h chairr o o m a r m
head phone house b o a t
s t a r fi s h b u t t e r fl y
b a b y f a m i l y f o o t ball
lady d o o r stepa r m y
shells a f t e rs e a n o o n
M a t hComplete the final pages for the lesson 216-2171
Then complete the quiz for the lesson; try to do it byyourselfl Someone can help you read the problems if you
have any troublel
Lesson 23 ●lodepondent Practice
Making Bar Graphs and Picture Graphs
Solve the problems.Use the graph to solveP r o b l e m s 1 a n d 2 .
Maggie recorded the hair colorof the girls on her softball team.She put her data in abar graph.QWhich two colors have the
least number of girls withthat hair color? Circ le thec o r r e c t a n s w e r .
A b l a c k a n d b l o n d e
B b r o w n a n d b l a c k
C b l a c k a n d r e d
D r e d a n d b l o n d e
S o f t b a l l Te a m H a i r C o l o r s
5
JI / I
O
o
01JQ
E3
z
I JB l a c k B l o n d e B r o w n R e d
QCircle True or False for each sentence,
a. There are more girls with black hairt h a n b r o w n h a i r ,
b. There are more girls with brown hairt h a n t h e o t h e r t h r e e c o l o r s c o m b i n e d ,
c. There are 2fewer girls with red hairt h a n b l o n d e h a i r ,
d. There are 8girls with brown hairo r b l o n d e h a i r .
Fa l seT r u e
FalseT r u e
Fa l seT r u e
Fa l seT r u e
2 1 6 Lesson 23 Draw and Use Bar Graphs and Picture Graphs ©Curriculum Associates, LLC Copying is not permitted.
QWes recorded the weather for one week in the tableat the right.Complete the picture graph below using the data inthe table. Draw aOfor sunny days and aoforcloudy days.
D a y W e a t h e r
Sun. 1cloudyMon. Icloudy
Tues. Isunny
Wed. sunnySunny, Cloudy, and
Rainy Days T h u r . r a i n y
Fri. s u n n y
cloudySunny
S a t .
Rainy
QUse your completed picture graph from Problem 3to fill in the blanks below.
There were the same number of
a n d days,
more sunny days thanT h e r e w e r e
days.
OIf Saturday had been sunny, how would the picturegraph be different than it is now?
Self Check Now you con moke bar and picture graphs.Fill this in on the progress chart on page 153.
2 1 7cCurriculum Assoclotes, LiC Copying is not permitted. Lesson 23 Draw and Use Bar Graphs and Picture Graphs
D a t eN a m e
Ready^ Mathematics
Lesson 23 Quiz
Solve the problems.
ORosa makes apicture graph showing thenumber of some things in her room.Which statement is true? Circle the correcta n s w e r .
Rosa has 3more lamps than books.
Rosa has 2more books than lamps.
Rosa has fewer dolls than lamps andcha i rs comb ined .
Things in Rosa's Room
0 0
0 00 0
A0 0 0 00 0 0 0
B0 00 0 0 00 0
c
Book Choi r Do l l Lamp
Rosa has more books than lamps anddo l l s combined .
D
0Sean asks his friends what pets they own. The table showsthe data.
Finish the bar graph for Sean's data. Write the labels in theboxes .
P e t s■ oN u m b e r o f
F r i e n d s .1 5P e t4
Dog 4o 3
R a b b i t 22
J 3C a t 3 E 13
2 0
' 3 ©Curriculum A'isociaies, LLCCopying permitted for classroom use.Grade 2Lesson 23 Draw and Use Bar Graphs and Picture Graphs
- y . '
N a m e D a t e
Lcsson23 Quiz continued
oRob counts 3different colored trucks at atruckstop. He makes abar graph to show the data.
Tr u c k C o l o r s
Truck Co lo r sW h i t e Y e l l o w B l o c k
3 2 5
S 5t 4o 3
^ 2E 13
z 0W h i t e Y e l l o w B l a c k
Explain what is wrong with Rob's bar graph.
E L AReading, Speaking, and Listening: Comparing and Contrasting “THEANTS AND THE GRASSHOPPER” AND "BUNNYYARL THE FLIES ANDWURRUNNUNNAH THE BEES ))
Module 4: Unit |: Lesson 10
Step |: Think about the following definitions
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TlTlngs -HTOt are the same Things that are dFf erent
Beginning
^ - MBoth have characters who do not want to work.
M i d d l e
Both the grasshopper and the carefree peoplewant to eat the food that others have col lected.
E n d
The Grasshopper does not get any food and goeshungry.
Things that are the some Things that are dFf erent
The hard workers move away.
Central Message
Social Studies
N a m e :
Royal Castle Floor Plan }Write your name at the top of the Royal Castle Floor Plan map and follow the directions below.
1 . When you enter the castle through the front door, you are in the living room.Labe l t h i s r oom L IV ING ROOM and d raw aso fa i n i t .
2 . As you walk to the east from the living room, you enter the royal TV room.Labe l th i s room TV ROOM and d raw a te lev i s ion in i t .
3. The largest room in the castle is the Queen's bedroom.L a b e l t h i s r o o m Q U E E N ' S B E D R O O M a n d d r a w a b e d i n i t .
4 . Directly north of the Queen's bedroom is the queen's closet.Label th is room QUEEN'S CLOSET and draw adress in i t .
5 . Directly west of the Queen's closet is the library.Labe l th i s room L IBRARY and d raw abook in i t .
The sma l les t room in the cas t le i s the ba th room.L a b e l t h i s r o o m B AT H R O O M a n d d r a w a b a t h t u b i n i t .
6 .\ -
7 . Directly east of the bathroom is the kitchen.Label this room KITCHEN and draw astove and refrigerator.
8 . The dining room is shaped like acircle.L a b e l t h i s r o o m D I N I N G R O O M a n d d r a w a t a b l e i n i t .
If you walk north from the kitchen, you enter the King's bedroom.Labe l t h i s r oom K ING 'S BEDROOM and d raw abed i n i t .
9 .
1 0 . If you're in the King's bedroom and look to the west, you'll see the King's closet.Label th is room KING'S CLOSET and draw ashir t in i t .
n . Outside the castle, just south of the front door, is asidewalk.Draw the sidewalk leading up to the front door.
1 2 . The King and Queen decide to build asecret room in their castle. They will hide theirjewels in this room. It will be asmall room that is directly east of the queen's bedroom.D r a w t h e s e c r e t r o o m a n d l a b e l i t S E C R E T R O O M . D r a w a c r o w n i n t h i s r o o m .
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F r o n t D o o r
SpecialistsPlay around on the music app that Ms. Ashley sent homeinstructions on! Finish your art work from yesterday’s
lesson or play the P.E. game againl Have fun!
