2nd grade reading/ela menu · el mismo paso bailaras. como una espiga ondularemos, coma una espiga...
TRANSCRIPT
2nd Grade Reading/ELA Menu
Week Of: April 27 – May 1
Ongoing Expectations:
30 minutes of reading daily. *EPIC! Class code: vhk8678. The boy who grew flowers * How to write a
poem*student’s choice
Handwriting Practice using cursive Aa-Zz handwriting sheets.
Choose at least 3 activities from choices below for this week
Poetry Focus:
Fluency & Punctuation
After reading, A Caterpillar Crawled, the
student can (pick at least 1)
Fluency – the ability to quickly read a passage
of text with expression.
*Record yourself reading the poem and send it to
your teacher answering these questions:
*Can you read it faster? Time yourself reading
the poem. Write down your time. Then time
yourself reading it again. Did your time get
better?
* How many lines are in the poem? How many
stanzas? What words (sensory details) did the
poet use to help you visualize? What did you
notice about the poem’s punctuation? Did the
punctuation make sense?
The poem is located at the end of the next page.
Fiction Focus:
Making Text to Text
Connections
Choose your favorite book OR
read The Boy Who Grew
Flowers EPIC and discuss.
Record a video or write to
answer these questions:
*Why does Rink sit away from
others in the classroom? How do
you think that makes him feel?
How does helping Angelina
make him feel? Use details from
the text and pictures to explain
your ideas.
*What other books have you
read that are like this book?
How are they alike? How are
they different? Draw a Venn
diagram to show your work.
Nonfiction Focus:
Chronological Order
Read any Non-Fiction Text OR read How to Write a Poem in EPIC!
Remember to be on the outlook for key words such as First, Next, and Last
Follow-Up: How does your text organization help you understand how the events are connected? View Brainpop Jr. -Sequencing Describe an idea for an invention you come up with or List the steps to complete a chore.
Word Study: Contractions
Matching Game
Watch the Flocabulary video:
https://youtu.be/FGf-SNfbtAQ
Draw a line to match the contraction to the
words that make it.
Contractions
it's it is
he'll we will
what's you will
that's what is
you'll that is
we'll he will
Sight Word Activity:
Skywrite
Point your finger in the
air and spell out the sight
words. Write them with
BIG motions. Write them
with tiny motions.
This week’s sight words:
poor, even, straight,
year, were
Author’s Corner: Can you teach me how?
Explain how to do something
you’re good at. Write each
step, like you’re teaching
someone how to do it. When
you’re done, reread to make
sure your steps are in order.
Ideas: how to ride a hoverboard, how to
play a new game, how to bake a cake,
how to make slime
Poem of the Week: This poem is from your F&P Sing a Song of Poetry, grade 2:
This material is subject to the copyright law of the United States (Title 17 U.S. Code) and is for the use of
students in _Mrs. Perez’_ class only. Further reproduction or distribution is prohibited.
A Caterpillar Crawled
A Caterpillar crawled
To the top of the tree.
“I think I’ll take a nap,” said he.
So under a leaf he began to creep
To spin his cocoon,
And he fell asleep.
All winter long he slept in his bed,
‘Til spring came along one day and said,
“Wake up, wake up, little sleepyhead,
Wake up, it’s time to get out of bed.”
So he opened his eyes that sunshiny day.
Lo! He was a butterfly and flew away.
Menú de aprendizaje a distancia de 2º grado
Semana: abril 27- mayo 1 Expectativas:
-30 minutos de lectura diaria. Favor de usar EPIC. * A Dormir Pequeño Monstruo! Epic! ¿Cómo me visto? EPIC * Elección del estudiante.
-Para practicar la caligrafía pueden utilizar las hojas de práctica del sitio web ReadingA-Z.com
-Elija por lo menos 3 actividades del menú a continuación.
Enfoque de poesía: Fluidez y puntuación
Después de leer, El poema de la semana,
el alumno puede (elegir al menos 1)
Fluidez: la capacidad de leer rápidamente
un pasaje de texto con expresión.
* Regístrese leyendo el poema y envíelo
a su maestro respondiendo estas
preguntas:
* ¿Puedes leerlo más rápido? Toma el
tiempo en que lees el poema. Escribe tu
tiempo. Leerlo de nuevo. ¿Tu tiempo
mejoró?
* ¿Cuántas líneas hay en el poema?
¿Cuántas estrofas? ¿Qué palabras
(detalles sensoriales) usó el poeta para
ayudarlo a visualizar? ¿Qué notaste sobre
la puntuación del poema? ¿Tiene sentido
la puntuación?
El poema se encuentra al final de la
página siguiente.
Enfoque de ficción: Realizar conexiones de texto a texto
Elija su libro favorito O lea A
Dormir Pequeño Monstruo!
Epic! Grabe un video o escriba para
responder esta pregunta: * ¿Por qué
Paul se convierte en un peqeuño
monstruo? ¿Cómo se siente Paul
cuando lo manda a dormer? ¿Cómo
sabes? Usa detalles del texto y las
imágenes para explicar tus ideas. *
¿Qué otros libros has leído que son
como este libro? ¿En qué se
parecen? ¿En qué se diferencian?
Dibuja un diagrama de Venn para
mostrar tu trabajo
Enfoque expositivo:
Orden cronológico
Lea cualquier texto de no ficción O lea
¿Cómo me visto? EPIC
Recuerde estar en la perspectiva de palabras
clave como Primero, Siguiente y Último
Seguimiento: ¿Cómo le ayuda su
organización de texto a comprender cómo
están conectados los eventos?
Ver Brainpop español: Escribir en secuencia https://esp.brainpop.com/espanol/la_escritura/escribir_en_secuencia/
Describa una idea para una invención que se
le ocurra o haga una lista de los pasos para
completar una tarea.
Estudio de palabras: ¡A hacerlo rápido!
Usa letras magnéticas, de plástico o
escribe las palabras en papel y luego
córtalas.
Revuelve las letras y ordénalas para
formar las palabras.
Cada vez intenta formar las palabras
más rápido.
cuál tenía
por qué cómo
había creído
dónde
Actividad de palabras
frecuentes:
Escrito del Cielo
Apunte su dedo en el aire y deletree
las palabras a la vista. Escríbelos
con GRANDES movimientos.
Escríbelos con pequeños
movimientos. Palabras de alta frecuencia
de esta semana:
pelota verdad
noche
Escritura:
Explica cómo hacer algo en lo que eres bueno.
Escribe cada paso, como si le estuvieras
enseñando a alguien cómo hacerlo. Cuando haya
terminado, vuelva a leer para asegurarse de que
sus pasos estén en orden.
Ideas: cómo montar un hoverboard, cómo jugar
un nuevo juego, cómo hornear un pastel, cómo
hacer limo
DAME LA MANO
Dame la mano y danzaremos
dame la mano y me amaras.
Como una sola flor seremos,
como una flor, y nada más…
el mismo verso cantaremos,
el mismo paso bailaras.
Como una espiga ondularemos,
coma una espiga y nada más.
Te llamas Viento y yo Esperanza;
pero tu nombre olvidaras,
porque seremos una danza
en la colina, y nada más…
-Gabriela Mistral
Enfoque de ciencias y
estudios sociales
Elija por lo menos una de las actividades a continuación:
Día de la Tierra
Log in Brain pop Espanol
Username : lawhon01 password: dolphins
https://esp.brainpop.com/ciencia/el_fragil_medio_ambiente/reciclaje/
Log onto Turtle Diary Website and play the game, Reduce,
Reuse, Recycle/ Inicie sesión en el sitio web de Turtle Diary y
juegue, reduzca, reutilice, recicle
Follow Up With Making a Sign to hang on your recycle bin.
Write or Draw Pictures of Items that should be recycled/ Haga un
seguimiento con un cartel para colgar en su papelera de reciclaje.
Escriba o dibuje imágenes de artículos que deben reciclarse
2nd grade Math Menu
Week Of: April 27th - May 1st
Choose at least 3 of the following 9 activities to complete this week. **At the end of the menu, you will find information for
helping you work with your student on activities marked as new content. This material has not been previously taught in the
classroom.
How Many? (Multiplication) Use dry cereal, pasta, or beans to make the groups below.
5 groups of 4 6 groups of 2 3 groups of 5 2 groups of 5 2 groups of 6 3 groups of 4
10 groups of 2 Questions to answer: - How many do you have for each group? - Did any of the groups have the same total? Make a sketch or take a picture of 3 of the sets you made.
What Do You See? Look at the pictures below. Use the phrase “__ groups of __ is __ ” to describe the groups shown below.
Same or Different
What is the same in the two pictures? What is different in the two pictures?
Math Fact Practice
Imagine Math Facts https://bigbrainz.com/login/
* log in using your lunch card number &
birthdate
Site Code: 4834440
Race for 20 Decide who goes first, then take turns. Start with the number 1 or 2, when it is your turn add 1 or 2 to the last number said. Go back and forth adding 1 or 2 to the last number said. The winner is the first person to say 20.
Game of Pig You will need a pair of dice, paper, and pencil. Two or more family members take turns rolling the 2 dice. On your turn roll as many times as you want keeping a running total of the sum. When you stop rolling, record the total. For each round after, add this to the total from the previous round. If a 1 comes up on one of the die the player gets a zero for that round and it is the next players turn. If a 1 comes up on both dice the turn ends and the player’s entire total becomes a 0. First player to 100 wins.
Explain your Thinking (Multiplication)
Students were sitting on the carpet
in class. They were sitting in 6
rows with 4 students in each row.
How many students were sitting on
the carpet?
Questions to ask: - How can you solve this problem? Make a sketch or a model to show
your answer and write a sentence to
explain how you solved this problem.
Review
Sharon composed the trapezoid below using different shapes.
What two shapes did Sharon use to compose her trapezoid? A. two triangles and one pentagon B. one hexagon and two triangles C. two triangles and one square D. two hexagons and one triangle
Review
Brad had the number 1,122. What is the value of the underlined digit?
ENRICHMENT (The activities below are OPTIONAL): Looking for more to do for math? Try some of these activities:
https://www.abcya.com/games/multiplication_mine_jr
https://www.abcya.com/games/base_ten_bingo
https://www.abcya.com/games/numerical_order
Multiplication TEKS 2.6A(S) Model, create, and describe contextual multiplication situations in which equivalent
sets of concrete objects are joined Prior Knowledge
None
TEKS TALK
Students will model, create and describe multiplication and division situations in word problems
Students will be using items to make groups to join or separate
Multiplication o Equal sets of concrete objects are joined
o Students describe the multiplication by saying, “___ groups of ____ equals _____” and by writing number sentences (Example: 3 groups of 5 equals 15 and 5 + 5 + 5 = 15 or 5 x 3 = 15)
o Students are not learning multiplication facts Use the video below for information on multiplication in second grade.
https://youtu.be/7HJ_3esdFGE
Brainpop videos:
Repeated addition: https://jr.brainpop.com/math/multiplicationanddivision/repeatedaddition/
Making equal groups: https://jr.brainpop.com/math/multiplicationanddivision/makingequalgroups/
Multiplication read aloud and song:
https://www.youtube.com/watch?v=WMdjNJxr1TU
https://www.teachertube.com/videos/mrs-ds-multiplication-rap-remix-54310
Anchor Charts: