60 min Monday 60 min Tuesday 60 min - Amazon …...sure to put a comma right after it). • Finally,...

2nd Grade: Learning Packet for the Week of May 18th-22nd

Minutes Subject Grade 2 Week At Glance

*Reading log is on page 42 and share this with your teacher on Friday!*

*PE, Music, Social Emotional, and ELL Supports on pages 51-54*

60 min Monday Math: Solve the problems then color the mystery picture on Day 1.Reading:Use the article “Honeybees” to learn new vocabulary words.Link to the reading video: Week 6 Reading(TIP: Keep the “Honeybees” article out all week long)

Writing:Write a conclusion for your informational paragraph.

Specials:Try to get a BINGO on the PE/Music BINGO board.

60 min Tuesday Math:Read the Day 2 lesson on partitioning and try the activity.(Part 1 of the Week 6 Math Videos)Reading: Read “Honeybees” and then answer the questions. Writing:Complete sorting activity to practice labeling a diagram. Specials: Try to get a BINGO on the PE/Music BINGO board.

60 min Wednesday Math: Review the Day 2 vocabulary words, then try the word problems.(Part 2 of the Week 6 Math Videos)Reading: Fluency Focus from the “Honeybees” article. Writing: Create an informational brochure on a topic.Specials: Try to get a BINGO on the PE/Music BINGO board.

60 min Thursday Math: Try the Day 4 Celebration of Knowledge on partitioning.(Part 3 of the Week 6 Math Videos)Reading: Try the activity on finding the main idea in a paragraph. Writing: Create a diagram with a title, labels, and a caption. Link to the writing video on brochures: Week 6 WritingSpecials: Try to get a BINGO on the PE/Music BINGO board.

60 min Friday Math: Share the Day 4 Celebration of Knowledge with your teacher.

Reading: Share the Day 5 page and your Reading Log with your teacher.

Writing: Use the Informational Paragraph Checklist to assess yourcompleted brochure. Then, send a picture of your brochure to yourteacher OR read your brochure to your teacher over the phone. Specials: Complete 1-2 activities on your SEL BINGO board.

What can you do to help your family today?

1

https://youtu.be/qBfPy6H0A-g

https://youtu.be/gy1NCtfmD_w

https://youtu.be/2nMlXBqFjaE

https://youtu.be/Rh5JIPfbRhY

https://youtu.be/o_iRAsYBGXQ


2


Monday

Subject Materials Learning Activity

Math

(15 min)

-Day 1 mathpage

Learning Goal: I can fluently add and subtractwithin 20.

Activity Instructions: Solve then color mystery picture.

Reading

(15 min)

-Day 1reading page

-“Honeybees” (page 7)

Learning Goal: I can draw a picture or write asentence to show the meaning of vocabulary words.

Activity Instructions: Read the Day 1 lesson onvocabulary from “Honeybees” and choose to drawa picture or write a sentence for each word.

Writing

(15 min)

-Day 1writingpages

-Week 5graphicorganizer

Learning Goal: I can write a conclusion for an informational paragraph.

Activity Instructions: Read Day 1 lesson and write a conclusion for your informationalparagraph on your graphic organizer from last week.

Special: -PE/MusicBINGO

(page 49)

Learning Goal: PE

Activity Instructions: Complete up to 5 boxes on the PE/Music BINGO board.

3

4

Red

Gray

Green

Yellow

8, 13

1, 9, 12, 19

2, 6, 14

10, 15 4, 17, 20

5, 7, 16 3, 11Blue Brown

Purple

Name:

5 + 4 =

10

9 + =

10 +7

5 +2

9 +3

6 + 3 = 12 + 7 =

8 + 4 =8 7- =

7 + 2 =

10 +10

10 - 6

3 +1

9 +8

12 + 8

12 - 8

9 - 5 =

2 +2

17 2 - =

8 + 2 =

8 7 + =

Black 18

6 4

+ =

6 + 2 =

12 + 1 =

9 +4 5 + 3 =

8 +5

9 +9

7 - 4 =

6 +5

8 +8

9 -2

9 + 7 =

16 - 9 =

8 -3

13 - 5 =

9

-4

8 -6

7 +7

4 +2

9 - 7 =

8 + 6 =

5 -3

9 +5

7 -5

6

· Honeybees

Honeybees by ReadWorks

Have you ever seen a honeybee? If so, you may have kept your distance.

Many people are scared of their stingers! But honeybees are not scary pests.

In fact, they are actually very important insects.

If you've seen a honeybee, think about where you saw it. You may have seen

it by some flowers. Honeybees go from flower to flower. They collect nectar

and pollen from the flowers for food. They can use this to make honey to eat.

This is the honey that people eat, tool

But honeybees aren't just important because of the honey they make.

They're important because of how they help plants. When they go from

flower to flower, they move the pollen from flower to flower, too. This is called

pollination. This is what lets plants grow new seeds! And those new seeds

can grow into new plants. So without honeybees, a lot of plants couldn't exist.

Apples, nuts, and berries are just some of the plants that need honeybees to

help them make new seeds. About 100 important crops in the U.S.A. depend

on bees!

Many people are worried because a lot of honeybees have been dying.

Some people think the chemicals used on farms may be hurting them.

Honeybees are also being hurt by diseases that we don't understand well

yet. But people are working to find ways to save the bees. How would you

like to help the bees?


Reading Resource:

7

8

then


Day 1 Reading: Vocabulary from “Honeybees” on page 7:

Review the vocabulary words below found from the “Honeybees” article, read the definition and draw a picture or use the word in a sentence.

Vocab Word Definition Picture/Sentence

pollen yellowish, powder that causes plants to form

seeds

nectar the sugary/sweet liquid in

a flower that attracts insects and birds

insect a small, often winged,

animal with 6 legs and 3 body parts

crops plants grown on a farm

disease a sickness that causes

harm to a person, animal, or plant

exist to be alive

depend to need help from someone or something

9

10


Day 1 Writing:

Learning Target: I can write a conclusion for an informational paragraph.

Writing a Conclusion

Last week, you chose an informational topic and wrote an introduction and three facts about that topic. Today, you will be writing your conclusion.

A conclusion wraps up your writing or summarizes it. It should not add any new information. Often, it is similar to your topic sentence, but written a little bit differently, so it is not exactly the same. It frequently leaves your reader with something to think about or ends with a wish or a hope.

Here is what a conclusion should do:

• Wrap up or summarize your • Restate the topic sentence but in a

paragraph slightly different way

• Remind the reader of the topic • (Optional) End with a wish or a hope

Here are some ways you might begin an informational conclusion. (If you use one of these, be

sure to put a comma right after it).

• Finally, • Certainly, • In conclusion, • Obviously, • Clearly, • To end,

In the article you read last week, “What is Pollination?” the author began the passage by saying that pollination makes it possible for plants to make new seeds. The author’s conclusion wrapped

up or summarized the passage by saying that without pollination we wouldn’t have any new plants or seeds. Do you see how the closing refers back to the beginning?

Here is another example:

Introduction: Conclusion:

Buzzzzzzzzz, buzzzzzzzzz. Here comes a bee

to complete the process of pollination. I

know many things about pollination.

In conclusion, the process of pollination is how new seeds are made. The wind,

insects, and animals all help with this

process. I hope you have learned that the fruits you love to eat are here because of pollination.

11


Do you see how the conclusion repeats the topic sentence in a slightly different way? The example also ends with a hope. Now it’s your turn.

Write your conclusion:

Look back at the introduction you wrote in the graphic organizer from last week (week 5, day 1 writing). Today, you will be filling in the conclusion (bottom section) of this graphic organizer.

First: Choose how you want to begin your conclusion. You can use one of the following transition

words if you wish. Remember to put a comma after your transition word.

• Finally, • In conclusion, • Clearly, • Certainly, • Obviously, • To end,

Next: Use some of the same words you used in your introduction to write your conclusion. Remember to change it a little, so it doesn’t sound exactly the same as your beginning! Make it sound like the end of your paragraph.

Finally, add a wish or a hope (optional).

*Save your writing! You will be using it to create an informational brochure.

12


Tuesday


Math

(15 min)

-Day 2 math

pages

Learning Goal: I can partition shapes into equal parts.

Activity Instructions: Read the Day 2 vocabulary words and then try the activity on partitioning.

Reading

(15 min)

-Day 2

reading

pages

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

Activity Instructions: Read the article

“Honeybees” and then answer the comprehension

questions.

Writing

(15 min)

-Day 2

writing

pages

Learning Goal: I can label a picture to give my

reader more information.

Activity Instructions: Complete the Parts of a Flower diagram by cutting around each box and

pasting it into its correct spot.

Special: -PE/Music

BINGO

(page 49)

Learning Goal: Music


13

14


Day 2 Math:

This week you will be learning about partitioning the shapes we have been learning about for the past two weeks. Read through the table below to learn the new vocabulary words and examples that match each word.

Learning Target: I can partition shapes into equal shares and identify halves, thirds, and fourths.

Vocabulary Word Definition Example

row runs horizontally

(goes from side to side)

column runs vertically

(goes up and down)

partition Equal shares of identical wholes

equal parts describes groups that are the same size

**See below**

half one of the parts when a whole is partitioned into

two equal parts

third one of the parts when a whole is partitioned into

three equal parts

fourth one of the parts when a whole is partitioned into

four equal parts

15


Day 2 Math: Practice: See the examples above, if you need.

Circle where you see the shapes partitioned into equal parts.

16


Day 2 Reading: Introduction paragraph:

-main idea of the whole text Read the “Honeybees” article, remembering what Body paragraphs:

you learned last week about finding the main idea -first sentence shows the main idea

of the whole text, and the main idea of -following sentences- show the details to

tell the reader more about the main idea each paragraph.

**Answer the comprehension questions from the article “Honeybees”:

1. What is the MAIN IDEA of the “Honeybees” article? Choose one.

(TIP: The MAIN IDEA of this article tells what the WHOLE ARTICLE is about)

A.) Honeybees collect nectar and pollen from flowers.

B.) Many honeybees have been dying.

C.) Honeybees are important to us for many reasons and they need our help.

2. What do honeybees make that people eat?

The thing that honeybees make that people eat is _________________.

3. This text describes how honeybees help plants by moving pollen from flower to

flower. What does moving pollen do for plants?

A.) It helps plants make honey.

B.) It helps bees become friends.

C.) It helps plants grow new seeds, which is called pollination.

17


4. You have learned some things about Honeybees from reading the article

"Honeybees". Circle the 3 sentences below that you know are true after reading

the article "Honeybees":

Honeybees are not very important.

Honeybees are important to plants and to people.

Honeybees are important to plants, but they are not important to people.

Honeybees make honey from the nectar they collect from plants.

Honeybees are not scary pests. In fact, they are actually very helpful insects.

*****************************************************************************************

**BONUS: Challenge yourself!**

Here are some sentences from the text for you to reread:

Apples, nuts, and berries are just some of the plants that need honeybees to help them make new seeds. About 100 important crops in the U.S.A. depend on bees!


Now that you have reread these sentences about Honeybees, here is a question for you to figure out the answer to:

-Why might people be worried that something is causing honeybees to die?

A.) Fewer honeybees means less apples, nuts, berries, and other crops.

B.) Fewer honeybees means that the crops in the United States of America will grow better than ever.

C.) Fewer honeybees means that there will be more apples, nuts, berries, and

other crops.

18

Title

Diagram

Label

Caption


Day 2 Writing: Learning Target: I can label a picture to give my reader more information.

Informational writing contains titles, headings, bold words, diagrams, labels,

and captions.

What is a title?

A title identifies the topic of the text. It tells the reader what the writing will be about.

What is a heading?

A heading divides writing into sections.

What is a diagram?

A diagram is a detailed picture that matches your writing. A diagram shows or explains something. A diagram helps a reader understand your writing. The writer makes the picture look like the real thing.

What is a label?

A label gives a reader information about a picture. Labels help a reader identify parts.

What is a caption?

Captions help a reader understand a picture.

Look at the example below.

Honeybee

Honeybees are pollinators.

Wing Leg

Antenna

19

20

....____~ ~--

~ ---I · I I


Directions: Cut and paste each box to correctly label the picture. If you do not have glue, write the labels in the correct box.

Roots Petal Parts of a Flower

Leaf Stem Flowers have pollen.

21


22


Wednesday


Math

(15 min)

-Day 3 math

pages

-Day 2 math

vocabulary

(page 15)

Learning Goal: I can solve story problems with

partitioning shapes and draw a picture to show

my work.

Activity Instructions: Review the Day 2 math vocabulary words and then try the partitioning story problems.

Reading

(15 min)

-Day 3

reading page

-”Honeybees”

(page 7)

Learning Goal: I can use word attack strategies to figure out new words.

Activity Instructions: Review the “Word Attack Strategies” chart on the Day 3 lesson

and then try the activity.

Writing

(15 min)

-Day 3

writing pages

Learning Goal: I can create an informational brochure with facts about a topic.

Activity Instructions: Read Day 3 lesson and carefully follow the directions to neatly copy your informational paragraph onto the correct pages of your brochure template.

Special: -PE/Music

BINGO

(page 49)

Learning Goal: PE


23

24


Day 3 Math: Directions: Read and solve the story problems below by drawing a picture to show your thinking.

Example: Cruz wants to share his pizza with three friends. How could he partition his pizza into equal shares for everyone?

1. Marcus has a cookie that he wants to share with his friend, Carly. How couldhe partition his cookie into equal shares for both himself and Carly?

2. Scott wants to share a candy bar with his three sisters. How could hepartition the candy bar into equal shares for himself and his sisters?

3. Riley invited two friends to her birthday party. How could she partition hercake into equal shares for herself and her friends?

25

26

Stop if somethiti~ ctvesn '-t ,~ l oo ~ ri 13 ht, so l.lfld ri~ht I o,- Ma.lie sense

~ \_ook at th~ pict-ru-e.-,,

b ., So..y the first leA-tu SDund.

<. ~eread : 40 back ard +ry 0.30.,n. \\ II

bl - \)\en~ : 5o..y --the rs+ .+wo le++ers. un CJ Gove,r- -po.rt of +he word.

un}fcJvii par r r {

CChl"'i r'Yl0..0 p l0v1

~ ~e\O ~

s chymes.

St,\y" hlal\k~ rea~ on ~ncl~

Tr1 Cl t\ifftrenl- 5o"ntA tvrfhevowel.

_____________


Day 3 Reading:

Fluency Focus:

Using word attack strategies to figure out words that are new to you.

Good readers use many different strategies when they come to a word

that they do not know.

The Lesson: Read the “Word Attack Strategies” chart below.

Practice: 1. Re-read the

“Honeybees” article, and circle all the words that were new to you. 2. Choose one word

you circled and write it

below.

3. Explain to someone

in your family what

word attack strategy you used to figure out

the word.

27


Day 3 Writing

Learning Target: I can create an informational brochure with facts about a topic.

Today, you are going to use what you have learned about writing an informational paragraph to create an educational brochure for your reader.

You will use your writing from your Informational Paragraph Graphic Organizer to create your brochure.

The front cover of your brochure will be the panel on the right side with the picture box and the words All About _______________ at the top.

On the line at the top of your brochure, write the topic your brochure will teach about.

Now, look at the graphic organizer that you finished Monday when you wrote the conclusion for your informational paragraph. The introduction of your paragraph is

in the top box. Copy your introduction onto the lines at the bottom of your brochure cover.

Now, turn your brochure over to find the three panels labeled Fact 1, Fact 2, and Fact 3. Here is where you will copy the body of your paragraph (from your rough

draft graphic organizer), with each fact and detail sentences about that fact on its own page. Remember to print neatly!

*Do not write in the box at the bottom! That box is where you will draw a

diagram tomorrow.

Finally, turn your brochure back to the front where you will see the back cover of your brochure on the left side of the page. Write the conclusion of your paragraph on the lines above the picture box.

Great job!

Now you are ready for the fun part! Tomorrow you will draw your diagram!

28

Closing:

Fact 1:

h( + or a co\l·oat,011 I I

.iS Q. ?f"OCC.SS

LY ')() \ 1 fo( \oi)t ,$

Buzzzz. Bu2-zz. He,e. . o, \:;

~ o<.U..:-.>..=.a...:....:.= ........... "'---'~ ()uJ

)OU ~ I I 1()0.

Fact 2: Fact 3 :

A\<:D, ia ooe( foe ~no.lk/, 'oees (',a oo

rX>\\,Qo:hor :in OCC1 1C U\'tle, fhe,. rr o\Jt. fro ?Cl d) ()Jvs-r [)O\Js.,. -tm()) ~ME:,< :\o t\cule, Co , )(;

();)e, ?0,{1 o£ Q.. £kM:e.r ne.c. to.\".1be. Cp\ It)) ,,cl(s ~CA)t{ L....J..:.~-----"Ca~->C.l--~:a::_

-------~...:.:.;;~~....ilii~~-..:~~~~~::;.:...,.:~ ()tlq


Writing Resource: Example Brochure

29

30

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

Conclusion:

(Back of Brochure)

All A

bout _

___________

31

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

_______________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

Fact 1

: Fact 2

: Fact 3

:

________________________

________________________

32


Thursday


Math

(15 min)

-Day 4 math

page

Learning Goal: I can partition shapes into equal parts.

Activity Instructions: Complete the day 4

celebration of knowledge on partitioning.

Reading

(15 min)

-Day 4

reading page

Learning Goal: I can write a heading to show the

main idea of a paragraph.

Activity Instructions: Read the Day 4 reading

lesson directions and then try the activity.

Writing

(15 min)

-Day 4

writing page

-Diagram

Checklist

Learning Goal: I can create a diagram for my

topic.

Activity Instructions: Read the Day 4 lesson. Draw a diagram for your topic in the space provided in the brochure. Use the Diagram

Checklist to check your work!

Special: -Music/PE

BINGO

(page 49)

Learning Goal: Music


33

34


Day 4 Math: Celebration of Knowledge *Use the Vocabulary table on the Day 2 math on page 15, if needed.

____________

1. Partition the rectangle into 3equal rows.

2. In the problem above, each of the rows is equal to____ ofthe whole.

A. one half B. one third C. one fourth

4. In the problem above, each of the parts is equal to____ ofthe whole.

A. one half B. one third C. one fourth

3. Partition the circle into 4 equalparts.

5. You cut a cake into 4 rows and 4 columns. How many piecesof cake do you have?

31

If you've seen a honeybee, think about where you saw it. You may have

seen it by some flowers. Honeybees go from flower to flower. They collect

nectar and pollen from the flowers for food. They can use this to make honey

to eat. This is the honey that people eat, too!





can grow into new plants. So without honeybees, a lot of plants couldn't






_________________________


Day 4 Reading: Finding the main idea of paragraphs

Re-read each paragraph below from “Honeybees” and come up with a heading that tells you the main idea of that paragraph.

1. Circle the heading that fits best:

My Pet Honeybee OR How Honey Is Made


What lets plants grow new seeds OR Honeybees Pollinate Plants

exist.

3. Write your own heading. (TIP: Make sure it tells what the paragraph is mostly about.)

36

c:;


Day 4 Writing: Learning Target: I can create a diagram for my topic.

On Day 2, you learned about the parts of a diagram and practiced labeling. Now, it’s your turn to

draw one! In the blank box under your three facts, draw a diagram for your chosen topic. Use

the Diagram Checklist to double check your work.

If you would like, after you draw your diagram, add some color! Remember that diagrams and

pictures for non-fiction writing are realistic.

Diagram Checklist

I labeled at least 4 things

I put lines/arrows for each label

I have a title

My title starts with a capital

I have a caption

I tried my best

I used realistic colors

How to Fold Your Brochure in Two Easy Steps!

1. With the facts page facing up, take hold of the right of your paper and fold it over to

the left so that the edge meets the line between Facts 1 and 2. (Your conclusion should

now be facing up.) 2. Now, grab the left side of your paper and fold it to the right to completely cover the

conclusion page of your brochure. (Your title/introduction page should now be on top.)

*All three of your facts will now be on the inside of your brochure.

Step 1

Step 2

Congratulations! You have finished your brochure! 37

38


Friday

Subject Learning Activity

Math

(15 min)

Reflection: Share the Day 4 Celebration of Knowledge on page 35 with your teacher!

Reading

(15 min)

Reflection: Check your Day 2 and Day 4 reading pages with the answer keys on pages 47 and 48. Fill out the Day 5 reading reflection page then share this page and your Reading Log with your teacher.

Writing

(15 min)

Reflection: Use the Informational Paragraph Checklist on page 43 to assess your completed brochure. Then, send a picture of your brochure to your teacher OR read your brochure to your teacher over the phone!

Social-Emotional Learning

(15 min)

Please continue to complete 1-2 activities from your BINGO board each week, and on page 50.

Did you color your STEP poster yet?

Post it somewhere in your home!

39

40


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

Weekly Reflection

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

We value your input. Let’s make the last couple weeks of school extra fun ones!

What do you want to learn about during the last couple weeks of school?

Circle 1 for each question.

1. Do you prefer fiction or non-fiction?

2. What topic do you want to read about?

Cooking/Food Sports Summer Fun

41


Reading Log Goal: Read 20 minutes each day!

Book Title Time Spent Reading

42

My Informational Writing Checklist

□ I wrote an introduction with a hook and topic sentence.

□ I gave lots of information about my topic.

□ I included three details.

□ I wrote a conclusion.

Did I include everything a 2nd grade writer should?

□ My handwriting is neat.

□ I used capital letters at the beginning of sentences.

□ I used punctuation marks at the end of sentences.

□ I used my best spelling.

□ I have spaces between my words

.


Day 5 Writing:

.

43

44

4 Math: Celebration of Knowledge

1. Partition the rectangle into 3

equal rows.

2. In the problem above, each of the rows is equal to __ of

the whole.

A. one half

3. Partition the circle into 4 equal

parts.

C. one fourth

4. In the problem above, each of the parts is equal to __ of

the whole.

A. one half B. one third

5. You cut a cake into 4 rows and 4 columns. How many pieces

\ o~ke do you have?


Math Resource: Day 4 Answer Key

45

46

1. What is the MAIN It>EA of the •Honeybees• article? Choose one.

(TIP: The MAIN IDEA of this article tells what the WHOLE ARTICLE is about)

A.) Honeybees collect nectar and pollen from flowers.

B.) Many honeybees have been dying.

0 Honeybees are important to us for many reasons and they need our help.

2. What do honeybees make that people eat?

The thing that honeybees make that people eat is J)QI')e. 'i 3. This text describes how honeybees help plants by moving pollen from flower to flower. What does moving pollen do for plants?

A.) It helps plants make honey

B.) It helps bees become friends

~It helps plants grow new seeds, which is called pollination.

4. You have learned some~ Honeybees from reading the article

"Honeybees". Circle the ~ below that you know are true after reading the article "Honeybees•:

Honeybees are not very important.

Honeybees are important to plants and to people.

Honeybees are important to plants , but they are not important to people.

one bees make honey from the nectar they collect from plant s .

Honeybees are not scary pests. In fact, they are actually very helpful insects.

Now that you have reread these sentences about Honeybees, here is a question for you to figure out the answer to:

-Why might people be worried that something is causing honeybees to die?

Qewer honeybees means less apples, nuts, berries, and other crops.

B.) Fewer honeybees means that the crops in the United States of America will

grow better than ever.

C.) Fewer honeybees means that there will be more apples, nuts, berries, and

other crops.


Reading Resource: Answer Key page 1 of 2

BONUS:

47

each paragraph below from "Honeybees" and come up with a heading that tells you the main idea of that paragraph.


My Pet Honeybee OR (Eow Honey Is Mad~

If you've seen a honeybee, think about where you saw it. You may have

seen it by some flowers. Honeybees go from flower to flower. They collect

nectar and pollen from the flowers for food. They can use this to make honey

to eat. This is the honey that people eat, too!

2. Circle the heading tha:_:t_:f..:..it:..:s:....::b:..:e=s~t: _____ _

What lets plants grow new seeds OR (Honeybees P~linate Plants





can grow into new plants. So without honeybees, a lot of plants couldn't exist.

3. Write your own heading. (TIP: Make sure it tells what the paragraph is mostly about.)







Reading Resource: Answer Key page 2 of 2

48

~

49

Name ____________________________ Classroom Teacher _____________________

K-5 Music & PE Bingo Week of: May 18-22

Here are some music and PE activities you can do with your family.

Try to get a Bingo (5 in a row) or even a Black Out (all squares)!

Have fun being active and creative together!

Freeze Dance: Turn Create a concert

Workout 60 or more

minutes a day for all

5 days this week.

Create new lyrics to

go with the song "Itsy

Bitsy Spider".

on some music &

dance. Have

someone else control

when you stop and

start.

Challenge someone

at home to see who

can hold the wall sit

the longest.

about spring that

includes at least 3

different songs.

Create artwork to

match your concert.

Listen to a song

without words. Use

playdough, paint, or

crayons to create art

that matches the

mood of the music.

Do the 100 push-ups

in 1 minute

challenge.

Tell someone how

composers are

different from

conductors.

See if you can

improve your V sit

throughout the day

(sit on bottom, torso

and legs create a V).

Do 5 sets of tuck

jumps throughout

the day.

Play "Hot Cross Buns"

on any instrument,

including homemade

instruments.

Drink only milk or

water today. FREE SPACE

Watch a musical (a

movie that uses

singing to tell the

story).

Dance to your

favorite song.

Take a family

member (this

includes your dog!)

on a walk or bike ride

for 30 or more

minutes.

Explain how music

can change the mood

of a scene in a movie

or video game.

Make a hop scotch

grid using sidewalk

chalk, tape, or string.

Call a friend or

relative. Ask them to

tell you about the

first concert they

attended.

Eat 4 different fruits

and/or veggies today.

Create a list of 3

songs that make you

feel calm. Write a

sentence about why

they make you feel

calm.

Do a 30 second

stretch each on legs,

arms, and core

followed by a bridge

for 30 seconds.

Tally your families'

glasses of water for

the day.

Play leap frog with as

many family

members as you can.

Use clapping, patting,

stomping, &

snapping in an 8 beat

or 16 beat pattern.

K-2 Social Emotional Learning Challenge

We challenge you students to complete 1-2 activities per week during our closure! Parent/Guardian, I challenge you with the task of coming up with a feasible reward

for completing this entire page

(ex: free chore day, a treat, pick a movie to watch, etc.). Thanks for ALL that you do!!!!

Tell your Draw a picture While you watch Call a loved one Write 2-4 favorite stuffed of your “happy a T.V. show, and ask them to sentences about animal about 3 place” while you notice how all tell you about a what being kind

feelings you sit somewhere the characters time they felt a means. Include a have felt this calm. feel. big emotion. picture!

week.

Color your Calm Complete 1 Remind a family Choose 1 Color the Down poster and Home link with member problem causing Problem Solving post in the room a parent or older (respectfully) to conflict in your STEP poster and you’re spending sibling. choose a calm home and post in a the most time. down strategy – discuss 2 common space

practice it with solutions during in your home. them! a meal.

Make a picture Play “Simon Make 3 masks of Make up an Hug a stuffed for your Says” with your 3 different appropriate joke animal as tight

neighbor and family. Practice emotions! Use that would make as you can for 30 then deliver it to listening with household items your family seconds. Then

their mailbox attention and with permission laugh. notice how you with a trusted being a good from your feel.

adult. sport. family!

Have two of Draw a rainbow Go for a walk Create a book Find music that your toys act out and then practice and quietly think about how makes you feel 4 how to solve a rainbow of all the things kindness can different problem using breathing (trace you are thankful change the emotions.

S, T, E, P. each color with for right now. world! your finger while

you breathe).

Play another Draw about a Color a coloring Lay on the floor Create a paper round of time you felt sheet. Use quietly with your chain of all the Emotions proud of mindfulness by eyes closed and things that make

Charades with yourself. Tell staying in the listen while you you awesome. your family or your family lines as best you breathe slowly.

over video. about it. can.

50

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.

51

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.

I. Main Idea Bats are mammals. They are not birds. Bats

have fur, and they are warm blooded like

other mammals. They are the only mammals

that can fly.

a. Bats can fly.

b. Bats are mammals.

c. Bats have fur.

3. Main Idea

Dogs are good pets. Many dogs like to play

with toys. Dogs can a lso do tricks. They like

to go for walks. You can take a dog to a park.

a. People do not like dogs.

b. Dogs make good pets.

c. Dogs like the park.

5. Main Idea Jen loves lions. There are three of them at

the zoo. She loves to go visit them. Jen waves

at them when she sees them. She really loves

the lions.

a . Jen really loves lions.

b. The zoo has three lions.

c. Jen likes the zoo.

2. Main Idea Pam went to the circus. She had so much fun.

Pam liked the clowns the best. She would love

to be a clown. Pam likes to make people laugh.

a. The circus has many animals.

b. Clowns are funny.

c. Pam likes clowns.

Main Idea Sam will have a birthday party soon. His

friends will come to his party. They will eat

cake. They will play outside. It will be fun .

a. Sam will have a birthday party.

b. They will open presents.

c. Sam will eat cake.

6. Main Idea Jack went to a farm to see the animals. Jack

liked the cows, pigs, and horses. He liked

riding on the tractor. He would like to live on a

farm. a. The farm has cows.

b. Jack liked the farm.

c. Jack works on the farm.

Task Card Answer Key

I. b 2. C

3. b '-I. a

5. a 6. b

Practice Finding the Main Idea

Read the text in each box and decide which multiple choice answer is the main idea of

the text. Check your answer with the key at the bottom of the page.

Main Idea = the most important part of the message that the author wants to share

52

I. Main Idea 2. Main Idea

3. Main Idea Main Idea

5. Main Idea 6. Main Idea

Task Card Answer Key

I. b 2. C

3. b '-I. a

5. a 6. b

Practica Encontrar la Idea Principal

Lea el texto en cada cuadro y decida qué respuesta de opción múltiple es la idea principal del texto. Verifique su respuesta con la clave en la parte inferior de la página.

Idea principal = la parte más importante del mensaje que el autor quiere compartir

Los murciélagos son mamíferos. No son pájaros Los murciélagos tienen pelaje y son de sangre caliente como otros mamíferos. Son los únicos mamíferos que pueden volar.

a. Los murciélagos pueden volar.

b. Los murciélagos son mamíferos.

c. Los murciélagos tienen pelaje.

Pam fue al circo. Ella se divirtió mucho. A Pam le gustaban más los payasos. A ella le encantaría ser un payaso. A Pam le gusta hacer reír a la gente.

a. El circo tiene muchos animales.

b. Los payasos son graciosos.

c. A Pam le gustan los payasos.

Los perros son buenas mascotas. A muchos perros les gusta jugar con juguetes. Los perros también pueden hacer trucos. Les gusta salir a caminar. Puedes llevar un perro al parque.

a. A la gente no le gustan los perros.

b. Los perros son buenas mascotas.

c. A los perros les gusta el parque.

Sam tendrá una fiesta de cumpleaños pronto. Sus amigos vendrán a su fiesta. Ellos comerán pastel. Jugarán afuera. Será divertido.

a. Sam tendrá una fiesta de cumpleaños.

b. Abrirán regalos.

c. Sam comerá pastel.

Jack fue a una granja para ver a los animales. A Jack le gustaban las vacas, los cerdos y los caballos. Le gustaba montar en el tractor. Le gustaría vivir en una granja.

Jen ama a los leones. Hay tres de ellos en el zoológico. A ella le encanta ir a visitarlos. Jen los saluda cuando los ve. Ella realmente ama a los leones.

a. La granja tiene vacas.

b. A Jack le gustó la granja.

c. Jack trabaja en la granja..

a. Jen realmente ama a los leones.

b. El zoológico tiene tres leones.

c. A Jen le gusta el zoológico.

53

One Half

One Quarter

One Eighth

One Third

Cut out the little puzzles. Cut apart the pieces.

Put the pieces back together so that the fractions, words, and partitioned shapes match up into the four little puzzles.

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