Minutes Subject Grade 2 Week At Glance...Minutes Subject Grade 2 Week At Glance Reading Log is on page 38 and share with your teacher on Friday! *PE, Music, Social Emotional Learning

2nd Grade: Learning Packet for the Week of May 11th-15th

Minutes Subject Grade 2 Week At Glance *Reading Log is on page 38 and share with your teacher on Friday! *

*PE, Music, Social Emotional Learning and ELL Supports on pages 55-58* *See the high frequency word list as a resource for reading/writing on page 43*

60 min Monday Math:Solve the problems then color the Mystery Picture on Day 1 Reading: Use the article “What is Pollination?” to learn new vocabulary words. (TIP: Keep the “What is Pollination” text out all week long) Writing:Choose a topic to teach about and complete a writing web with your topic and facts. (Week 5 Writing Video for extra support) Specials:PE lesson on pages 45-48 OR https://sway.office.com/ijBxKxSczW0rYnrc?ref=Link&loc=mysways

60 min Tuesday Math:Review the Polygon Chart on page 39, then try the activity. (See the Day 2 Math Video for help) Reading: Read and try the Day 2 reading lesson activity, then read the “What is Pollination?” article. (See the Day 2 Reading Video for help) Writing:Write an introduction for your informational paragraph. Specials:Music lesson on pages 49-52 OR https://sway.office.com/RZbDUPxxj18xBJCp?ref=Link&loc=play

60 min Wednesday Math: Review the Polygon Chart on page 39, then try the word problems. Reading: Fluency Focus from the article “What is Pollination?” Writing: Choose three facts to include in your paragraph and write a sentence for one fact. Specials: PE lesson on pages 45-48 OR https://sway.office.com/ijBxKxSczW0rYnrc?ref=Link&loc=mysways

60 min Thursday Math: Try the Day 4 Celebration of Knowledge for polygons. Reading: Lesson on main idea and details from “What is Pollination?” Writing: Write two more sentences using facts from your writing web. Specials: Music lesson on pages 49-52 OR https://sway.office.com/RZbDUPxxj18xBJCp?ref=Link&loc=play

60 min Friday Math: Share the Day 4 Celebration of Knowledge with your teacher. Reading: Reflect on your reading this week with the Day 5 page, then share the Day 4 page, and Reading Log with your teacher. Writing: Read your writing aloud. Then go outside and look for pollination in action. Specials: Watch this weeks' video on problem solving here, then complete the activity on page 53 with a family member.

What can you do to help your family today?

1

),, FERNDALE

SCHOOL D IS TRI C T

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

2

www.ferndalesd.org

mailto:[email protected]

www.ferndalesd.org/kindergarten


Monday

Subject Materials Learning Activity

Math

(15 min)

-Day 1 math page

Learning Goal: I can fluently add and subtract within 20. Activity Instructions: Solve the problems then color the mystery picture.

Reading

(15 min)

-Day 1 reading lesson “What is Pollination” (page 7)

Learning Goal: I can learn new words and show my understanding of them. Activity Instructions: Read the Day 1 lesson on the vocabulary words from the article “What is Pollination?”

Writing

(15 min)

-Day 1 writing pages

Learning Goal: I can complete a Writing Web for a topic that I know. Activity Instructions: Read the Day 1 lesson, choose a topic for an informational paragraph, then fill in a Writing Web with your topic and facts.

Special: -PE lessons (pages 45-48)

Learning Goal: PE Activity Instructions: Choose a PE lesson from the PE pages, or from this link https://sway.office.com/ijBxKxSczW0rYnrc?ref=Link&loc=mysways

3

Nam

e:

5


Day 1 Math:

3+2

7 - 2 =

8+8

12 -6

14 -7 =

18 - 2 =

18 -9

7+7

19 -2 =

9 -3 =

6 + 5 =

8-7

8 - 6 =

8 + 4 = 18 -4 =

9 + 3 =

8-2

11 -5

16 -7

7 + 2 =

13 -12

=

15 + 2 =

9 - 7 =

15 -6

17 + 2 =

7 + 3 =

9 + 6 =

10 -7 =

12 -9

15 -5

8-5

12 + 3 =

5+5

9 + 9 =

8 + 5 =

5+3

7 + 6 =

13 + 5

10+10

9 -3 =

6 -2 =

9 + 7 =

7 - 3 =

7-1

4+2

I I I

I I

I I

I

I

I

I

I

I I

I I

I I I

•

Red

Blue In the style of Piet M

ondrian

White

1, 2, 6, 9, 11, 12, 14, 175, 7, 16

Yellow

4, 6, 208, 13, 18

3, 10, 15, 19 Black

ReadWorks· What Is Pollination?

What Is Pollination?

What is your favorite fruit to eat? That fruit exists because of a very special

process. That process is called pollination. Pollination makes it possible for

plants to make new seeds. It affects all plants with flowers.

Pollination depends on something called pollen. You may have heard of

pollen before. Many people sneeze and get stuffy noses in the springtime

because of it. But pollen is an important part of how new seeds and plants

grow. For new seeds to grow, pollen has to be moved. It has to move from

one part of a flower to another part of a flower. Usually, it gets moved to a

different flower. This process is called pollination. It can happen in different

ways.

Sometimes, pollen gets moved by the wind. For example, corn has light and

dusty pollen. It can get blown long distances. When its pollen lands on the

right part of another corn plant, it allows new corn to grow.

Other times, pollen gets moved by animals or insects. These animals or

insects are called pollinators. Bees are one example of a pollinator. They

come to a flower to get its nectar or pollen. The pollen sticks to the bees.

Then, when the bees fly to another flower, the pollen moves with them. It gets

dropped off at the other flower!

Moving pollen may seem like a simple thing, but it1s very important. Without

pollination, we wouldn 1t have many of the fruits, vegetables, and plants we

have today.


Reading Resource:

3

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Day 1 Reading: Vocabulary from "What is Pollination?" on page 7: • pollen- yellowish, powder that causes plants to form seeds

o The pollen on the flower made me sneeze! • pollination – when pollen is moved from one part of a flower to

another part of a flower o Pollination makes it possible for plants to make new seeds

• pollinator – an animal or insect that moves pollen from flower flower

o Bees, birds, and insects are examples of pollinators.

Practice: Draw a line from the vocabulary word to the part of the picture that matches the word.

pollen pollination pollinator

BONUS: Circle these three vocabulary words in the “What is Pollination?” text. BONUS: Color in the picture above!

9

taste sweet

low growing plants

popular with

kids

nature's

candy

seeds on

the outside

Strawberry Museum


Day 1 Writing:

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

Hello students! This week, we are going to think about Informational Writing. Informational

writing teaches the reader about a topic. That means that your writing is going to have facts

and information in it. You will be writing as if you are an expert on a topic.

What is an expert?

An expert is a person who has a lot of knowledge and/or experience with a topic or activity. For

example, I am an expert on strawberries. I have studied and know a lot about strawberries.

Let’s start with thinking about what you are an expert on. You can start by thinking about what

you like to do or what you spend a lot of time doing. Do you like to play video games and are you

an expert on how to play? Do you know how to make a paper airplane? Do know how to bake

cookies? If you need more helping thinking about what you are an expert on, you can use

the BINGO sheet for ideas on the next page.

What is a Writing Web?

A writing web is a different way to organize your thoughts to help your writing. The main idea is

in the center. Everything that you know about the topic is around it. These are the facts.

Example:

10


BINGO Informational Writing

Writers of informational texts choose topics they know a lot

about, care about, and can teach others.

Choose any pet.

Explain how to

take care of it.

Research and write

about a famous

person.

Use facts to explain

why he/she is

important.

Explain how to

conduct a science

experiment you have

done.

Explain how to do

something. Choose one of

these or your own idea: Write about

an insect.

Explain how to make

something. Choose one of

these or your own idea: • Play baseball

• Play soccer

• Make a friend

• Grow a plant

• Play an instrument

• Ride a bike

• Become a better

reader

Be sure to use only

facts! *For week 6, you can use

the Honeybee passage to

help you.

• Cookies

• Pizza

• A bed

• A paper airplane

• A friend

• A craft item

• A game

Research and write

about a planet or

dwarf planet in our

solar system.

Write about a specific

place. Include only facts.

Choose one of these ideas

or your own:

• Restaurant

• City/town

• State

• Room

• School

• Amusement park

Explain how to play

your favorite board

game.

11

pollen must

move

affects all plants

with flowers

wind moves

it

Pol I ination

plants make

new seeds

Pollinators:

-bees

-insects

Part of the process

of a new plant


Here is another example of a writing web using pollination. Notice that the main idea is in the

center and the facts are all around it. Write your topic in the center circle on your writing web.

Then, write your facts in the circles around your topic in the center.

*You don’t have to write complete sentences, but write enough to help you remember the facts

when you come back to it for Day 3 writing.

**Keep your Writing Web! You will be using it for Day

3 writing.

12

W

riti

ng W

eb:

13


Tuesday Subject Materials Learning Activity

Math -Day 2 math page -Polygon

Learning Goal: I can identify polygons based on their attributes. Activity Instructions: Read the lesson directions

(15 min) Chart (page 39

to count the polygons in the picture and then fill out the table on the Day 2 math page.

Reading

(15 min)

-Day 2 reading page -Crayons -“What is Pollination?” (page 7)

Learning Goal: I can name the main idea of a text with many paragraphs. I can name the main idea of each paragraph. Activity Instructions: Read the Day 2 lesson and read “What is Pollination?”. Then use your crayons to identify the text structure.

Writing

(15 min)

-Day 2 writing pages -“What is a Hook” (page 44)

Learning Goal: I can write an introduction for a topic that I know. Activity Instructions: Read the Day 2 lesson, then write an introduction for your informational paragraph with a hook and topic sentence.

Special: -Music lessons (pages 49-52)

Learning Goal: Music Activity Instructions: Choose a Music lesson from the Music pages, or from this link https://sway.office.com/RZbDUPxxj18xBJCp?ref=Link&loc=play

14

'.P.olygon)~9ine\ HoWil110~y;in_ --· t~~~:"fjJ.fturf~:.,

Triangle !:::.

~ ~ 6 Quadrilateral (any 4-sided polygon)

Square (quadrilaterals with 4 right angles and all sides of equal length)

□ □ re.ta., uny1t:

(any quadrilateral with 4

right angles and opposite sides of the same length)

I I Trapezoid (any quadrilateral with one pair of opposite sides being

parallel);\~

Pentagon

0 Hexagon

0 Octagon

0 Decagon

0

I □□ □□ □□ I I I I

□□ □□ □□ □□ □□ □□ □□ □□


Day 2 Math: Polygon Practice This week you will be asked to identify polygons based on their attributes. Most often the number of edges and vertices is the biggest clue, but you also need to recognize right angles. Use the Polygon chart on page 39 if you need.

DIRECTIONS: Look at the picture below and count the number of each polygon to fill in the chart. Color the picture when you finish.

16

is your favorite fruit to eat? That fruit exists because of a very special ~ocess. That process is called pollination. Pollination makes it possible for

( ~;ants to make new seeds. It affects all plants with flowers.


Day 2 Reading: Learning Targets:

• I can name the main idea (the big idea) of a text with many paragraphs. • I can name the main idea (the big idea) of each paragraph.

Materials: • Red, yellow, and green crayon/marker/or colored pencil • “What is Pollination?” text on page 7

The Lesson:

When readers know the structure of the non-fiction text they are reading, it can help them find the main ideas of the text.

Look at the text, “What is Pollination?” Find the first paragraph and use a green color to circle this paragraph. This paragraph is an introduction to the main idea of the whole text. It hooks you and tells you the text is about pollination.

Now find the next 3 paragraphs. Touch each one as you count them. These are the body of the text. Each paragraph has its own main idea on the topic of pollination. Find the first sentence of one of these paragraphs and underline it with a yellow color. The first sentence tells you the main idea for that paragraph. Knowing this can help you focus your attention.

Finally, find the last paragraph and touch it with your elbow, and use a red color to circle this paragraph. This paragraph is the conclusion. It does not teach anything new. It renames the topic and ends the text.

Task: Read the text, “What is Pollination?” Think about what the main (big) ideas are and what you learn about each one.

17

it for


Day 2 Writing:

Learning Target: I can write an introduction for a topic I know.

Yesterday, you worked on filling out your writing web for the topic that you are an expert on.

You will be using that topic to write an informational introduction today.

As you have learned before, an introduction starts with a hook. Write a hook for your topic. For

help, you can look at the What is a Hook Chart on page 44. It has informational writing examples in

pollination writing.

Example for sound effect hook:

BUZZZZZZZZZ, BUZZZZZZZZZ. Here comes a bee to complete the

process of pollination.

Your turn! Write your hook in the Introduction box on your Informational Paragraph

Graphic Organizer.

Next, you will be writing your topic sentence. Your topic sentence is telling your reader what

they will be reading about. Your topic sentence states the main idea of your writing.

Use these sentence starters to help you:

Let me tell you about….

I know many things about…

I can teach you about…

I am an expert on…

Example:

I know many things about pollination.

Your turn. Write your topic sentence after your hook in your introduction box on the

Informational Paragraph Graphic Organizer.

**Keep your Graphic Organizer! You will be using it to finish your

informational paragraph.

18

r---------------------------------------------------------------,

L---------------------------------------------------------------~

________________________________________________________________

________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

____________________________________________________________

_______________________________________________________________

_______________________________________________________________


Informational Paragraph Graphic Organizer

Topic: __________________________________

Introduction:______________________________________________________

Fact #1:

First of all, _______________________________________________________

Fact #2:

Also, _____________________________________________________________

Fact #3:

Finally, ___________________________________________________________

19

Conclusion:______________________________________________________


Wednesday Subject Materials Learning Activity

Math

(15 min)

-Day 3 math page -Polygon Chart (page 39)

Learning Goal: I can create addition problems from polygon story problems. Activity Instructions: Read the Day 3 math lesson directions and try the activity. Use the Polygon chart, if needed.

Reading

(15 min)

-Day 3 reading page -Crayons

Learning Goal: I can read grade level texts fluently and accurately. Activity Instructions: Read the Day 3 lesson on high frequency/sight words, and then try the activity.

Writing

(15 min)


Learning Goal: I can write facts to teach about a topic. Activity Instructions: Read the Day 3 lesson, then circle three facts on your Writing Web to include in your paragraph. Write a sentence about your first fact.

Special: -PE lessons (pages 45-48)

Learning Goal: PE Activity Instructions: Choose a PE lesson from the PE pages, or from this link https://sway.office.com/ijBxKxSczW0rYnrc?ref=Link&loc=mysways

21

~

______________

______________

______________

______________

______________


Day 3 Math: Read the story problem, make an equation, show your work and finally, label your answer. Use your shape chart on page 39, to help as needed.

Tammy has a triangle, a square and a rectangle. How many edges are there all together?

3 edges + 4 edges + 4 edges I found adoubles fact

4 + 4 = 8

11 edges

3 edges + 8 edges = 11 edges

Scott has a square, a pentagon and a trapezoid. How many edges are there all together?

Katie has a rhombus, a square and a hexagon. How many vertices are there all together?

Marcus has an octagon, hexagon and a rectangle. How many edges are there all together?

Kacie has a triangle, a decagon, and a trapezoid. Hany vertices are there all together?

BONUS QUESTION: Jim was driving and saw a stop sign, TWO doors, and a window. How many edges are there all together?

23

I I I I I I I I


Day 3 Reading: Fluency Focus: Using high frequency words to read accurately **High Frequency/Sight Words - most commonly used words in text** ** See page 43 for the full list of P-3rd grade high frequency words**

When readers know high frequency words, it makes their reading more fluent. Look at the paragraph below, all the words in bold are high frequency words, 22 of the 37 words below are high frequency words, that’s over half!

“What is your favorite fruit to eat? That fruit exists because of a very special process. That process is called pollination. Pollination makes it possible for plants to make new seeds. It affects all plants with flowers.”

Now it’s your turn: Pick one color and re-read the paragraph below. Then, circle all of the high frequency words from the table that you find in the paragraph. Next, count how many words you circled.

and get before some you have the it is how grow in many because of may called on but an new •

“Pollination depends on something called pollen. You may have heard of pollen

before. Many people sneeze and get stuffy noses in the springtime because of it.

But pollen is an important part of how new seeds and plants grow.”

I circled ____ of the 39 words in the paragraph above.

24


Day 3 Writing:

Learning Target: I can write facts to teach about a topic.

Yesterday, you learned about the purpose of informational writing and completed

the first two steps in writing an informational paragraph on something you know a

lot about. You completed a web to record the facts you know about a topic. Then,

you wrote a hook and topic sentence to introduce the topic of your paragraph to

your reader.

Stick to the facts, please!

Today, you will practice writing facts about your topic to teach your reader what

you know about it. Facts are details that support your topic sentence. Each fact

should teach your reader something about your topic.

You can think about your fact sentences in this way:

Just like detail sentences support the main idea of a paragraph, fact

sentences support the topic sentence.

Here is an example of an introduction with detail sentences to support it:

(The topic sentence is in bold and the facts/detail sentences are in italics.)

Do you know which fruit is the only one that wears its seeds on the outside? It’s a strawberry! Strawberries are so sweet and popular

that they are known as nature’s candy. The fact is, strawberries

are used to sweeten many treats, such as ice cream, jams, and pies.

Also, in a survey conducted with second graders, more than half

reported strawberries as their favorite fruit. Lastly, in the country

of Belgium, there is a whole museum dedicated to strawberries,

called The Strawberry Museum.

Notice that each detail sentence tells how strawberries are sweet or popular, as

stated in the topic sentence (in bold.)

25


Today, you must decide which facts you want to use in your paragraph to teach

your reader about your topic.

Look back at the Writing Web you filled in yesterday. Circle the 3 facts you most

want your reader to know. These will be the facts that make up the body of your

informational paragraph!

For example, one of the details from the pollination web is: pollination makes new

seeds.

Below is a detail sentence using that fact:

First of all, pollination is a process necessary for plants to make new seeds.

Now you try: What is the first fact you circled on your Writing Web that you

want to tell your reader about?

• Using the Informational Paragraph Graphic Organizer you started

yesterday (p. 19), write a sentence that tells your reader a fact about

your topic on the lines below Fact #1.

**Linking words have been provided to help you start your sentence.

Check your work!

Did you write complete sentence that makes sense?

Does it teach your reader about your topic?

Does your sentence start with a capital letter?

Does your sentence end with a period?

You are well on your way to writing an informational paragraph!

Remember to keep today’s writing in a safe place with your writing from Monday

and Tuesday. You will use your graphic organizer tomorrow to write two more

sentences about your topic!

26


Thursday Subject Materials Learning Activity

Math

(15 min)

-Day 4 math page

Learning Goal: I can identify polygons based on their attributes. Activity Instructions: Complete the Day 4 math celebration of knowledge on polygons page.

Reading

(15 min)

-Day 4 reading page -“What is Pollination?” (page 7)

Learning Goal: I can identify the main idea and details of a paragraph. Activity Instructions: Read the Day 4 lesson on the main idea and details of a paragraph, using the “Flower Pot Organizer”. Then try the activity.

Writing

(15 min)


Learning Goal: I can write facts to teach about a topic. Activity Instructions: Read the Day 4 lesson and write two more sentences using facts from your Writing Web.

Special: -Music lessons (pages 49-52)

Learning Goal: Music Activity Instructions: Choose a Music lesson from the Music pages, or from this link https://sway.office.com/RZbDUPxxj18xBJCp?ref=Link&loc=play

27

1--------1---- \/ V ◊ 0 ~

I Ip □


Day 4 Math: Celebration of Knowledge Answer the questions below to show what you’ve learned about polygons.

1. Circle all the polygons, then color the polygons using the key. (polygon- a flat, closed shape with 3 or more straight edges that have vertices and angles)

blue rectangles green pentagon red squares yellow triangles

2. Draw a picture of a flower using ONLY polygons, then label each polygon. (Use a blank page from the packet, if you need more space)

Example:

1. triangle 4. trapezoid 2. square 5. rhombus 3. rectangle 6. hexagon

29


Day 4 Reading: Understanding Non-Fiction Texts

Good readers know how non-fiction text is organized, in order to understand the text. Main idea: tells what the paragraph/text is mostly about (Big Idea) Detail: a fact or example that tells the reader more about the main idea The Lesson: First, we read the paragraph below, looking for the main idea. The main idea is usually found in the first sentence (sentence 1). Then we looked for details in the paragraph that tells us more about the main idea (sentences 2, 3, 4) We used the “Flower Pot Organizer” below, to show which details support the main idea of the paragraph.

1. “Pollination depends onpollen.”

2. “Pollen is an important partof how seeds and plantsgrow.”

3. “Pollen has to be moved.”4. “Pollen gets moved from

flower to flower.”

30


Day 4 Reading: Understanding Non-Fiction Texts Now it’s your turn: Read the body paragraph below from “What is Pollination?”:

1. Think about what the paragraph is all about (main idea).2. Pick the sentence that tells you the main idea and write that

number on the flower pot (main idea). 3. Think about the facts in the paragraph (details).4. Pick and write the sentence numbers on the flowers (details).

Day 4 Writing:

1. “Sometimes, pollen getsmoved by the wind.”

2. “For example, corn haslight and dusty pollen.”

3. “It can get blown longdistances.”

4. “When its pollen landson the right part of another corn plant, it allows for new corn to grow.”

31


Day 4 Writing

Learning Target: I can write facts to teach about a topic.

Yesterday, you chose three facts from your Writing Web, on page 13, to

include in your informational paragraph. Then you wrote a sentence for one of

those facts.

Today, you will finish the body of your paragraph by writing sentences for the

other two facts you circled on your Writing Web.

Fact #2

Referring back to the pollination web from the Day 1 Writing lesson, we see

that another fact about pollination is that pollen must move for pollination to

occur.

Below is an example of a detail sentence that teaches the reader a second

fact about pollination.

Also, in order for pollination to occur, pollen must move from one part of a

flower to another part, or to a different flower.

You try! Choose a second fact from your Writing Web.

• Under Fact #2 on your organizer, write a complete sentence telling your

reader another fact about your topic.

Fact #3

Now it’s time to write your third and final fact.

The third fact I could write about is that bees are pollinators.

32


Below is an example sentence telling about this fact:

Finally, bees help pollination when they move from flower to flower

collecting nectar. The pollen sticks to their body at one flower and gets

dropped at the next flower they visit!

Your turn! Look at the third fact you circled on your writing web.

• Under Fact #3 on your graphic organizer, write a complete sentence to tell

your reader a third fact about your topic.

Great job! You have written the body of your paragraph with three facts to teach

your reader about your topic! Save your graphic organizer for next week when you

will be learning how to write a conclusion for an informational paragraph.

.

33


Friday Subject Learning Activity

Math

(15 min)

Reflection: Share the Day 4 math page with your teacher, and see the answer keys for the Day 2-4 math lessons on pages 41-42 to check your work.

Reading

(15 min)

Reflection: Fill out the Day 5 reading reflection page. Share the Day 4 reading page, Day 5 reading page, and your Reading Log with your teacher.

Writing

(15 min)

Reflection: Read aloud what you have written this week to a family member, pet, or stuffy. Then go outside and see if you can find pollination in action!

Social-Emotional Learning

(15 min)

Watch this week’s social emotional video on problem solving. (Problem Solving Video)

Then read the lesson on pages 53-54 and compete the worksheet with a family member.

35


Day 5 reading:

Weekly Reflection

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

Questions for a teacher and/or parent comments:

Check box:

I sent my teacher my weekly reading log!

37


Reading Log Goal: Read 20 minutes each day!

Book Title Time Spent Reading

38


Math Resource:

POLYGON CHART

Vocab Words: edges- vertices-

Triangle Square *Quadrilateral/Rectangle*

Rectangle *Quadrilateral*

E= 3; V= 3 E= 4; V= 4 E= 4; V= 4

Trapezoid *Quadrilateral*

Rhombus *Quadrilateral* Pentagon

E= 4; V= 4 E= 4; V= 4 E= 5; V= 5

Hexagon Octagon Decagon E= 6; V= 6 E= 8; V= 8 E= 10; V= 10

39

1--Po_lyg~~-·~;n~_: _ lt1~7c~7i~\ 1

Triangles ~

~ I& ~ 6 Quadrilaterals altogether 35 (onv 4-sided oolvoon) Squares (quadrilaterals with 4 right angles and all

22 sides ore equal length)

□ □ Rectangles (quadrilaterals

I I wi h 4 right angles and opposite sides of the some lengt h) I I Trapezoid (quadrilaterals with one pair of opposite

3 sides being parallel)

i\ \_/ Pentagons 0 Lf Hexagons

0 7 Octagons

0 I Decagons

0 I

Scott has a square, a pentagon and a trapezoid. How man4 dges re there all together?

Lft5+'1 ~::: I~ l~eJjeS

Katie has a rhombus, a square and a hexagon. How man vertice are there all together?

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B US QUESTION: Jim was driving and saw a stop sign, TWO doors, and a window. How many

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Math Answer Keys (page 1) Day 2: Day 3:

Flip over for the Day 4 Celebration of Knowledge answer key!

41

4 Math: Celebration of Knowledge

Answer the questions below to show what you've learned about polygons.

1. Circle all the polygons, then color the polygons using the key.

(polygon- flat shapes with 3 or more straight edges that hav ertices and angles)

blue rectangles ~~ green pentagon

red squares

yellow triangles

0 2. Draw a picture of a flower using ONLY polygons, then label each

polygon. (Use a blank page from the packet, if you need more space)

Example: . +r i o.Y19le 2 . re ci' cx0J\ e 3 .f r°'pez.o·,d 1 . o c.-\-°'5 o n

1. triangle 4. trapezoid

2. square 5. rhombus

3. rectangle 6. hexagon


Math Answer Keys (page 2)

42

2nd Grade: Learning Packet for the Week of May 11th-15th2nd Grade: Learning Packet for the Week of May 11th-15th

Reading/ Writing Resource: **Keep this for reference**

All 220 Dolch w

ords by grade in alphabetical order

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Primer

First Grade

Second Grade

Third Grade

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What is a Hook?

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

Example for Pollination: I know many things about pollination.

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

Question: Do you know the

reason that bees are

super important to

the world?

Sound Effect:

BUZZ, BUZZ. Here comes

a bee to complete the

process of pollination.

Fun Fact:

Being allergic to grass

pollen is called Hay

Fever! Visualizing/Story

There is a little breeze in the

air, sun is glaring down and the

flowers are swaying side to

side. This is a perfect place

for pollination. Dialogue:

“What is this stuff?” I

yelled when I saw yellow

dust on my fingers. “It’s

pollen," replied my mom.

44


Ferndale Elementary P.E. Grade K-2 (edition 3)

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 Flexibility and Abdominal Strength (also known as core) Flexibility is the range of motion of your joints and muscles. In other words: how stretchy are you? Can you touch your

toes without bending your knees? Can you reach behind your back and touch your palms together? Everyone has a

different amount of flexibility and everyone can improve their flexibility by stretching often and doing activities that

involve stretching.

Activities for Flexibility: Climbing trees Karate

Swimming Tumbling Tunnel Tag

Riding a bike Yoga

1 - Game: Limbo

How Low Can You Go?! Use your flexibility to challenge your family to a game of Limbo. Here's how to play:

-Get a long stick such as a broom, or use a string that can be tied to two items like a chair or table leg.

-Start the stick high but below the shortest players head.

-Each person takes a turn trying to go under the stick without touching it, the tricky part is you must bend backwards to

go under the stick, no hands can touch the ground, must stay on your feet.

-Once everyone has had their turn, lower the stick and go again!

-Once you have touched the stick or knocked it down, you are out.

-Play until one player is left, they are the winner!

Abdominal Strength means how strong is your tummy and lower back? Sometimes called your "core" this area needs to

be strong to do simple daily things like walking, running, picking up your backpack, and sitting up straight in a chair.

Activities for Abdominal strength:

Crab Soccer Swimming Rock Climbing

Riding your bike Basketball

Scooter Hockey Gymnastics

45

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Go Crab, Go! This is a game you can do on your own or challenge someone at home to play with you. Use your abdominal strength to

crab walk during this relay game! Here's how to play:

-Gather 10-15 items that are no bigger than a loaf of bread (ex: small toys, balled-up socks, remote controls, paper, etc).

-Set up the path you will travel by placing your items in a pile on the floor, then, at least 10 feet away from the pile, put a box or

laundry basket (this is what you will place the items inside).

-To start the game get into crab walk position next to the pile of items. On "go" grab one item and place it on your tummy. Crab walk

down your path and place the item in the box or basket, go back for the next item. Continue until all the items are gone from the pile.

-If the item falls off your tummy you may pick it up and put it back and keep going.

-To play against someone else you can set up two piles or you can go one at a time and use a timer to see who went the fastest.

Nutrition Topics--Fruits and Vegetables Fruits vs. Vegetables -

A fruit contains the seeds of the plant either inside or on its skin.

A vegetable does NOT have seeds inside.

Bottom line - Who cares!! Eat both...they are good for you :)

46

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47

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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

48


SINGING, MOVING, & CONCEPTS OF THE WEEK: May 11 - 15 Ferndale K-2 Elementary Music: Lesson 3 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/RZbDUPxxj18xBJCp?ref=Link&loc=mysways Complete the Exit Ticket at the end, and your answers will be recorded for your music teacher to see.

If you would rather use this paper version of the lesson, or 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: Know that pitch can go up, down, or stay the same Know how different pitches come together to make a melody Know that harmony can make a melody more exciting

Lesson Review and New Concepts of the Week: Pitch, Melody, and Harmony

Let's start with a review of the first two lessons. We learned that timbre is the special sound something makes. Your voice has its own timbre when you sing. Then we looked at 4 different ways instruments can make their sounds - with air (aerophones), strings (chordophones), a stretched covering (membranophones), or by vibrating a part of the instrument itself (idiophones).

Review Activity: Teach a grown-up! Tell which category the instrument is in and how the instrument makes its sound.

• Point to each instrument above and fill in the blanks with the instrument category and a reason.

• Say “This is a (an) _______________ because __________________________________ .” • Use this sentence as an example: “This is an aerophone because it needs air to make a

sound.”

What is Pitch?

In this lesson, we want you to know how all those sounds get put together to make a song. Pitch means the highness or lowness of one single sound. When we sing with others, we focus on matching pitch. Matching pitch means that you "hit the target" or you sing the same as the other singers.

49

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Harmonies


Pitch Activity: Try this partner activity to practice matching pitch. • Have the oldest partner hold a long note without moving up or down. • Then the youngest partner uses a singing voice to join. Are you hitting the target? Do you

sound the same? If you don’t sound the same, you need to adjust your voice up or down. • Next, switch jobs. Have the youngest partner pick a different starting pitch (higher or lower)

than the first partner.

What is Melody?

We create songs when we put many pitches in a row. Those pitches form a melody. The melody moves up, down, or stays the same. The melody is the tune of the song, or the part you usually feel like singing.

Melody Activity: Practice your music reading skills as you move your voice up and down. • Level 1: Sing “Twinkle Twinkle” while you follow the notes (dots) with your finger or a pencil.

Try to match your voice with your pointer as it moves up and down. • Level 2: Sing “Twinkle Twinkle” while you touch each note in the music staff. Again, make

sure your voice matches each note moving up, down, or staying the same.

What is Harmony?

When we add harmony, we hear two or more pitches at the same time. These pitches sound nice with the melody. Harmony and melody make each other sound more interesting. Sometimes we play harmonies on the piano, guitar, or ukulele.

50

t

•

(\

V

Melody Scavenger Hunt

In our last paper lesson, you followed lines with your voices. They looked like this: Your voice was changing pitch. Now we want you to find pitch in a new way!

Go on a Melody Scavenger Hunt around your home. Find things that go up, down, or stay the same. Write down what you find. Then get creative. Decide what things are nearby that could be the “harmony” (things that make it more interesting.) There are no wrong answers here! We did the first one as an example.

Something that goes up _______a tree_________________________________________

What could be its “harmony?” _________its leaves____________________________

Something that goes down ____________________________________________________

What could be its “harmony?” _____________________________________________

Something that stays the same _______________________________________________

What could be its “harmony?” ____________________________________________

Something that goes up then down ___________________________________________


Something that goes down then up __________________________________________


Something that makes a squiggle _________________________________________

What could be its “harmony?”_____________________________________________

Now use something in your home to make your own melody shapes. You could use a shoelace, play dough, a cord, hair ribbon, a hose, a leash, or whatever you find.

I used a ________________________________________.

Draw one of the shapes you created in the box.

51

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, 11 \

4 ,,,,,\

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!

In any song, a pitch can… 1.

Be thrown to a batter

Go up, down, or stay the same

Be scratched

When we use many pitches in a row, we can create a… 2.

Baseball game

Harmony

Melody

3. The melody and harmony…

Are rude to each other and argue

Are always by themselves

Are played together to make each other sound better

4. Matching pitch means to…

“Hit the target” with your voice

Sing a different note than the sound you hear

Throw a baseball a certain way

52

53

Grade 2, Unit 4 Lesson 17: Solving Problems, Part 1 Home Link

What Is My Child Learning? Why Is It Important?

Your child is learning to use steps to solve By following the Problem-Solving Steps, problems. Saying the problem without blame children are more likely to come up with is the first step. prosocial solutions to problems.

Ask your child: What is the first Problem-Solving Step?

Read Together

Everyone has problems-at home, school, or work-that need solving. Using the Problem-Solving Steps helps you come up with a lot of safe and respectful solutions to choose from.

But wait! Before you can come up with solutions, you've got to say the problem respectfully. That means saying the problem without blame. Saying the problem in a way that blames the other person can cause hurt and angry feelings, and no one wants to feel hurt or angry. When people are hurt or angry, it's even harder to solve • Never the problem. • You madem e .. .

• Because of You.. .

• It's your fault. .. Practice Together: Step Together

Saying the problem without blame is not easy. The first step is to be able to recognize blaming words. Do this activity together to practice finding blaming words.

1. Stand face-to-face, then each take two steps back. 2. Adult: Read a problem statement from below. 3. Child: Listen for an example or examples of blaming words. 4. Child: Say the blaming words out loud, then take one step toward your adult. 5. Continue reading problems and finding blaming words until you step together again. 6. Give each other a high five! Switch roles and play again!

Problem Statements

1. He is always hogging the remote control, so I never get to watch what I want.

2. You never hurry up when we need to get somewhere quickly!

3. This dress is ruined because of her making me spill milk all over it.

4. You made me forget to bring the book by distracting me with all your chatter.

5. You never let me eat what I want for breakfast.

(CHILD'S NAME) (DATE) (ADULT'S SIGNATURE)

© 2011 Committee for Children Second Step: Skills for Social and Academic Success Page 61

I I

committee_f{) 'children-

Problem-Solving Steps

Say the problem

Think of

solutions

Explore consequences

what could happen if...

Pick the best

solution

make your

safe andwithout planrespectfulblame

54

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.

55

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.

56

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Pollination

Topic Sentence/Hook: _____________________________________

_______________________________________________________

(Example sentence starters: Did you know that…? Or Pollination is an important process that…)

Fact 1: _____________

__________________

__________________

__________________

__________________

(First…, To begin with…)

Fact 2: ____________

__________________

__________________

__________________

__________________

(Another fact is…, Also…)

Fact 3: ____________

__________________

__________________

__________________

__________________

(Additionally…, Finally….)

Use “What Is Pollination?” or facts that you know about pollination to write the main idea/topic sentence, three

facts, and a closing about pollination. Use the sentence starters and the word bank to help you come up with your sentences.

Word Bank

fruit grow move wind pollinator part of a flower

blow bees pollen seeds plants sticks to

Closing Sentence: (To sum up…, In conclusion…)_________________________

_______________________________________________________

_______________________________________________________

57

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Polinización

Oración: ________________________________________________

_______________________________________________________

(Ejemplo de iniciación de oraciones: ¿Sabía que ...? O la polinización es un proceso importante que ...)

Hecho 1: ___________

__________________

__________________

__________________

__________________

(Primero ..., para empezar con ...)

Hecho 2: __________

__________________

__________________

__________________

__________________

(Otro hecho es ..., también ...)

Hecho 3: __________

__________________

__________________

__________________

__________________

(Además ..., finalmente ...)

Utilice "What is Pollination?" o hechos que conoce sobre la polinización para escribir la idea principal / oración temática, tres hechos y un cierre sobre la polinización. Use los iniciadores de oraciones y el banco de palabras para ayudarlo a encontrar su

frases.

Banco de palabras

fruta crecer mover el viento polinizador parte de una flor

soplo semillas polen abejas planta se pega a

Oración de cierre: (Para resumir ..., en conclusión ...)________________________________________

_______________________________________________________

_______________________________________________________

58

Minutes Subject Grade 2 Week At Glance...Minutes Subject Grade 2 Week At Glance *Reading Log is on page 38 and share with your teacher on Friday! * *PE, Music, Social Emotional Learning

Documents

Minutes Subject Grade 2 Week At Glance...Minutes Subject Grade 2 Week At Glance Reading Log is on page 38 and share with your teacher on Friday! *PE, Music, Social Emotional Learning