teach@homeDaily Lessons & Activities

for K-5 Students

teach@homeDaily Lessons & Activities

for K-5 Students

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hand2mind.com For video lessons and additional resources, visit hand2mindathome.com © hand2mind, Inc.

La hoja de respuesta para las lecciones de esta semana se puede encontrar en:

Imprimible hoja de respuestahand2mind-link.com/L2-AK-W6

Actividades de Lenguaje en Inglés

Grado 2, Semana 6Relaciones de Palabras, Matices de Significado

& Comprensión

Día Tema Páginas

Día 1 Relaciones de palabras 2–3

Día 2 Matices de significado 4–5

Día 3 Matices de significado 6–7

Día 4Conectar el texto e ilustraciones (Literatura)

8–10

Día 5Conectar el texto e ilustraciones (Literatura)

11–12

© hand2mind, Inc. hand2mind.comGrade 2 Literacy, Week 6, Page 2

hand2mind-link.com/L2W6D1

Mira la lección día 1 Día 1

Lee cada oración. ¿En qué piensas cuando leesla palabra en negrita? Escribe una oración sobre algo en tu vida

que se relaciona con la palabra en negrita.

1. The salsa Lillian put on her burrito was very spicy. It made her mouth feel like it was on fire!

2. Mason’s bedroom is very clean. His bed is always made and you never see any clothes on the floor.

When I hear the word clean, I think of

3. Charlie’s kitty, Roxie, is so silly. She likes to hide in small spaces like shoes and even tissue boxes!

When I hear the word silly, I think of

4. Rodolfo feels tiny when he stands next to his dad. But he knows that 1 day he will be grow to be tall and strong too!

When I hear the word tiny, I think of

5. “Yum,” Carolina said as she took a bite of the juicy apple.

When I hear the word juicy, I think of

I think of red pepper when I hear the word spicy. My dad likes to

put lots of red pepper on his pizza, but it is too spicy for me.

© hand2mind, Inc. hand2mind.comGrade 2 Literacy, Week 6, Page 3

Día 1 (continuación)Lee la historia corta. Luego, escribe sobre cómo se relaciona

contigo cada palabra en negrita.

Arabella can’t wait to get home. Today, she is going to bake a warm, yummy chocolate cake with her mom. She will run as fast as she can when the bell rings. She will pass the fluffy dogs at the park and run by the kids playing basketball. When she gets home, they will start cooking. First, they will measure the sugar and the flour. Then, they will take a huge scoop of chocolate chips. Finally, when the cake is finished, Arabella will take a bite of the melty chocolate cake.

What other things feel warm?

What other foods taste yummy?

What other animals look or feel fluffy?

What other things can you measure?

What other things look huge?

What other foods are melty?

© hand2mind, Inc. hand2mind.comGrade 2 Literacy, Week 6, Page 4

Mira la lección día 2hand2mind-link.com/L2W6D2Día 2

Las palabras pueden tener diferentes matices de significado. Algunas palabras tienen más intensidad o fuerza en su significado. Ordena cada conjunto de palabras de menor a mayor intensidad.

Ejemplo:

Less intense: Erin likes to eat candy.

More intense: Erin adores candy so much that she eats it twice a day.

amazinggoodgreatfine

most

least

jogwalkrun

sprint

most

least

angrygrumpy

madfurious

most

least

© hand2mind, Inc. hand2mind.comGrade 2 Literacy, Week 6, Page 5

Día 2 (continuación)Elige 2 palabras del banco de respuestas para cada tabla de matices de significado. Luego, ordena las

palabras de menor a mayor.

Banco de respuestas

huge good pretty

gorgeous enormous tasty

most

leastbig

most

least

beautiful

most

least

delicious

© hand2mind, Inc. hand2mind.comGrade 2 Literacy, Week 6, Page 6

Mira la lección día 3hand2mind-link.com/L2W6D3Día 3

Selecciona la palabra que tenga un matiz de significado menos intenso que la palabra en negrita. Luego, escribe una nueva

oración usando la palabra menos intensa.

1. I was overjoyed when my friends surprised me with a birthday party. I couldn’t stop smiling!

2. Karen is always fearful at night because she doesn’t like the dark.

3. My dog, Payton, runs to the backyard every afternoon to play with his ball.

4. I was starving at 5pm so my dad let me have an early dinner.

5. “It is scorching outside today!” Brian told Oscar. “I can’t believe it is already over 100 degrees in April.”

6. “Watch out!” I shouted as the baseball flew over the giant fence.

© hand2mind, Inc. hand2mind.comGrade 2 Literacy, Week 6, Page 7

Día 3 (continuación)Reemplaza la palabra negrita en cada oración con otra palabra

que tanga un matiz de significado más intenso.

1. When it is cold outside, I like to sit next to the warm fire.

2. Before the trash gets picked up on Tuesdays, the garage always smells bad.

3. Mariah loves to jump over big puddles on rainy days.

4. Eli has a fine time when his family goes to the beach.

5. When we first got our dog, he would get very grumpy when we left the house.

6. “The brownies are so tasty!” I tell my stepmom after dinner.

© hand2mind, Inc. hand2mind.comGrade 2 Literacy, Week 6, Page 8

Lee la historia. Luego, completa el cuadro de la página siguiente.

Violet looked out the window at a world covered in a blanket of snow. She immediately smiled her biggest smile because she knew exactly what she was going to do today.

“I’m going outside, Mom,” Violet said.

Outside the air felt like the inside of a freezer! Violet knelt on the ground and started rolling a snowball. She then rolled one that was slightly smaller. Next, she rolled a third.

She stacked the snowballs. The smallest one was on top. She made a nose out of a carrot. She used rocks for the eyes and mouth. She used sticks for arms.

“You must stay warm,” she told her new snow friend. She gave him a scarf and a hat. Violet loved making the first snowman of the year.

hand2mind-link.com/L2W6D4

Mira la lección día 4Día 4

Stay Warm, Snowman!

Building with Snow

A New Friend

Cold Air

© hand2mind, Inc. hand2mind.comGrade 2 Literacy, Week 6, Page 9

Día 4 (continuación)Los lectores aprenden información del texto o de las palabras que

leen. También aprenden información de las imágenes que ven.Escribe o haz dibujos para mostrar lo que aprendiste del texto y de

las imágenes. Algunas cosas pueden estar en ambas columnas.

Del texto De las imágenes

© hand2mind, Inc. hand2mind.comGrade 2 Literacy, Week 6, Page 10

Día 4 (continuación)Usa palabras e imágenes para escribir una historia que tenga un comienzo, un medio y un final. Luego, usa las palabras y las

imágenes para contarle a tu amigo la historia.

Inicio/Beginning:

Medio/Middle:

Final/End:

© hand2mind, Inc. hand2mind.comGrade 2 Literacy, Week 6, Page 11

hand2mind-link.com/L2W6D5

Mira la lección día 5 Día 5

Lee la historia. Luego responde las preguntas. Usa las fotos para ayudarte a responder algunas de las preguntas.

Erin loves to garden in her backyard. She grows lots of vegetables. Her favorite vegetable to grow is corn. But she also grows broccoli, asparagus, onions, and carrots. Some of her vegetables grow above ground and some of her vegetables grow below ground. She makes sure to water her vegetables, so they will grow to be big and strong.

1. Who is the story about?

2. Where does the story take place?

3. What is Erin’s favorite vegetable to grow?

a. broccoli b. corn c. asparagus

4. Does corn grow above ground or below ground?

a. above ground b. below ground

5. Do onions grow above ground or below ground?

a. above ground b. below ground

6. Do carrots grow above ground or below ground?

a. above ground b. below ground

Corn growingOnions growingCarrots growing

© hand2mind, Inc. hand2mind.comGrade 2 Literacy, Week 6, Page 12

Día 5 (continuación)Usa palabras e imágenes para escribir una historia en los cuadros a

continuación. Luego, cuéntale a un amigo tu historia.

Inicio/Beginning:

Medio/Middle:

Final/End:

Personaje/Characters: Escenario/Setting: