9/2020

Second Grade November 2-6, 2020

Student Name: ____________________________________________________________________________

School: ________________________________________________________Teacher: ___________________

Monday English Language Arts: ELAGSE2RF3 and ELAGSE2RI2 Parent Information, Tips, and Monday Lessons

Phonics: You will need the long e [ee, ea] word fluency page. Reading: You will need these passages from the learning bundle: Don’t Feed the Animals! by Marvin Reinhart and Our Animal Friends by Jerry Lemto. They will be found on the same page

Math: Unit 3: Understanding Measurement, Length, and Time MGSE2.MD.1 Note: You will need to cut out the one inch and one centimeter tiles to complete the assignment. You may want to cut strips that are different lengths (1, 2, 3, 4, inch and centimeter, etc. to make it easier to measure). When you are finished with today’s assignment, be sure to save the paper squares and keep them safe in Ziploc baggies. Complete Lesson 16 on pages 154-159.

Social Studies: SS2E3 Students will review two ways to obtain goods and services – using money (currency) or bartering. They will explore examples of each and watch a video to understand the differences between both concepts further. Students will end the lesson by sorting examples of using money and bartering in a variety of contexts. Physical Education: PE2.1g and PE2.1h Activity Description: Students will spend 2 minutes warming up the body. Create your own warm up to stretch out the muscles and prepare for today’s activity. Using the “Juggling Directions” activity sheet, follow the first four steps for learning how to juggle. Instead of using 3 balls, use 3 grocery bags. The bags are perfect for beginners because they allow you time to catch. With all-out effort for the next 28 mins practice steps 1,2, 3, & 4 for juggling manipulative skills.

Tuesday Election Day – Teacher Workday – No School

Wednesday

English Language Arts: ELAGSE2RF3, ELAGSE2RI9, and ELAGSE2W2 Wednesday Lessons

Phonics: You will need the long e [ee, ea] word fluency page. Reading: You will need these passages from the learning bundle: Don’t Feed the Animals! by Marvin Reinhart and Our Animal Friends by Jerry Lemto. Writing: You will need the writing piece you worked on last week.

Math: MGSE2.MD.1 Complete Lesson 16 on pages 171-176.

Social Studies: SS2E3 Students will engage in a read aloud that guided discussion to differentiate between barter and trade. They will understand that bartering is more challenging than trading using money. Physical Education: PE2.1g and PE2.1h Activity Description: Students will spend 2 minutes warming up the body. Create your own warm up to stretch out the muscles and prepare for today’s activity. Using the “Juggling Directions” activity sheet, follow the last four steps for learning how to juggle. Instead of using 3 balls, use 3 grocery bags. The bags are perfect for beginners because they allow you time to catch. With all-out effort for the next 28 mins practice steps 5,6, 7, & 8 for juggling manipulative skills. After you practice juggling on day 2 fill out the short self-assessment at the bottom of the “Juggling Directions” activity sheet.

9/2020

Second Grade November 2-6, 2020

Thursday English Language Arts: ELAGSE2RF3 and ELAGSE2RI2 Thursday Lessons Phonics: You will need to cut out the long e [ee, ea] word fluency page. Reading: You will need these passages from the learning bundle: Turn on the Tap by Marisa Wollcot and Fresh

Water by Seamus Langworthy.

Math: MGSE2.MD.1 Complete Lesson 17 on pages 160-165.

Science: S2P2a Students will make predictions and carry out an investigation to compare forces. Students will use the Tuesday Tasks document for this activity. Students will record data and draw conclusions about force comparison investigation. Students will use the Thursday Task document for this activity.

Music: ESGM2.RE.1b

Students will identify melodic direction, steps, skips, leaps, and repeated notes.

Friday English Language Arts: ELAGSE2RF3, ELAGSE2RI9, and ELAGSE2W2 Friday Lessons Phonics: You will need the long e [ee, ea] words that you cut up yesterday. Reading: You will need these passages from the learning bundle: Turn on the Tap by Marisa Wollcot and Fresh Water by Seamus Langworthy. Writing: You will need the writing piece you have been working on.

Math: MGSE2.MD.1 Complete Lesson 17 on pages 166-169. Complete Lesson 17 on pages 179-180.

Social Studies: SS2E3 Students will watch a video on World of Economics to review using money or bartering when purchasing goods. They will also be introduced to the characteristics of money and understand that using money is often easier than bartering. They will end the lesson by completing a Venn diagram showing the differences and similarities between using money and bartering. Social Emotional Learning/Health: Think about a goal that you have reached. You probably met that goal because you were motivated to achieve it. Explore the worksheet to learn more about motivation.

Grade 2; Week of November 2, 2020

English Language Arts - Parent Information Phonics

What is a vowel team? ▪ When 2 vowels are next to each other, the vowels work together to

form one sound. ▪ Frequently, the first vowel is pronounced as the long vowel sound

and the second vowel is silent.

Examples of vowel teams that make the long /e/ sound:

tree treat

Parent Tips These vowel teams are a new concept for your child. Your child has now learned 4 ways to make the long e sound [silent e, open syllable, ‘ee’, and ‘ea’]. When trying to spell words with this vowel sound, students should segment the word into each sound. Then, they can think about the vowel sound. They can also think: Is this how it would look in a book?

Reading

How does a reader compare and contrast the most important points presented by two texts on the same topic? ▪ When you compare texts, you tell how they are alike. ▪ When you contrast texts, you tell how they are

different. ▪ Important points are key details, facts, and examples

that authors include in the text.

Example of comparing and contrasting important points:

Parent Tips There are informational books and articles about all topics. Encourage your child to identify topics that he/she is interested in. Look in your school MackinVia account for books about the topic. If you find your child is having difficulty finding what important points are the same between the two passages, have him/her try finding the differences first. It doesn’t matter whether he/she finds what is alike first or second. The thinking work is the same.

Note: The neat thing about informational text is that you don’t need to read the entire book to obtain new information. Readers select the type of information they want to read and only read those sections of the book!

Writing

What is informational writing? ▪ Informational writing tells facts and details about a topic. ▪ Beginning writers may choose to write about topics that

they know about or topics that interest them. What is a concluding statement or section? ▪ A concluding statement is a sentence that provides a sense

of closure for a reader. It sums up what the writing piece is all about.

▪ A concluding section is made up of several sentences that provides a sense of closure for a reader. It sums up what the writing piece is all about.

Examples of informational writing topics: ▪ Things I know a lot about are football, XBox, Six

Flags, and ice cream. Example of a concluding statement: As you can see, there is a lot to know about football.

Example of a concluding section: There is a lot to know about football. I taught you about all the rules. I even taught you how to play it. Are you ready to teach someone else?

Parent Tips Writing conclusions is an extremely challenging task for writers at any age. Grade 2 writers are expected to write a concluding statement or section (multiple sentences). With that in mind, you may want to first ask your child what the main topic was of his/her informational writing. Then prompt him/her to think of a question he/she could ask the reader about that topic. Remember, this is not very easy for a writer and especially for one who is in 2nd grade. There is no “right way” to do it. The most important thing to remember is it must relate to the main topic and provide a sense of closure for the reader. The reader needs to know the writer is about to finish.

1 Have conversations before, during, and after reading together

These activities are typically appropriate for children in kindergarten through third grade.

Having conversations when reading with children helps them develop higher-level thinking and language skills, such as predicting, problem solving, or contrasting. While reading books aloud, ask the child questions and talk about the content of the story together before, during, and after reading.

• Use open-ended questions to ask the child to think about the book’s messages and what is happening. See the box below for examples of questions to ask children when reading different types of books.

• Ask the child to apply the book’s messages to the world around him by connecting events to his own life.

• Ask more and more complex questions, so the child continues to build her vocabulary and language skills.

• What would happen if you planted a tree in the desert?

• Why do birds fly south for winter?

• Why is it important to recycle?

Example questions for

informational booksthat explain facts about the world, such as books about animals

? • Why did the character do what he did?

• What else could she have done?

• If you were in that story, what would you have done?

Example questions for

narrative booksthat are about a series of events,

whether fictional or nonfictional,such as stories

What skills will this practice help build? Having conversations about what they are reading helps children build vocabulary and develop skills using language typically found in school settings. Building their skills to think and connect ideas from many contexts allows children to follow more complex language, which they might find in stories, instructions, and descrip-tions of historical events or nature.

What Works Clearinghouse™

Grade 2; Week of November 2, 2020

English Language Arts Monday, November 2, 2020

Phonics You have been learning about long vowels. You have learned 2 ways to make a long e sound:

consonant E silent e

Steve

open syllable

beware: be ware

▪ Last week you learned about vowel teams. Last week you learned that ai and ay make the long a sound. ▪ When 2 vowels are right next to each other, they work together in some way. ▪ One way they work together is when the 1st vowel is the long vowel sound [says its name] and the second vowel is

silent. ▪ When ee is together, it makes the long e sound as in the word sleep. ▪ When ea is together, it frequently makes the long e sound as in the word teacher. Use the long e [ee, ea] word fluency page. ▪ Read lines 1 – 2 aloud. ▪ Which word has to do with colors? [green] ▪ Which word might be found in a vehicle? [wheel] ▪ Which word might be a vacation destination? [beach] ▪ Read lines 3 - 4 aloud. ▪ Which word has to do with emotions? [weep] ▪ Which word could describe a setting in a story? [creepy] ▪ Which word has to do with sports? [athlete]

Reading You have learned that while reading informational text, readers pay attention to key details. Key details relate to the main topic. The main topic is what the passage or text is mostly about. You have learned one way to remember the key details and to connect them to the main topic is to talk across your hand. For each finger, you can retell a key detail. The main topic is the palm of your hand.

▪ Read the passages Don’t Feed the Animals! by Marvin Reinhart and Our Animal

Friends by Jerry Lemto. ▪ While you read, keep track of the key details. Then talk about the main topic and the key details by talking across

your hand. ▪ Jot down in your notebook or on a sheet of paper the main topic for each of the passages. Possible responses: Don’t Feed the Animals! by Marvin Reinhart

Key Details ▪ People food can make animals sick. ▪ Giving animals food teaches them to need people. ▪ Animals learn to beg. ▪ Animals forget how to live.

Main Topic Animals

Our Animal Friends by Jerry Lemto

Key Details ▪ Do not feed animals. ▪ Feeding animals makes them come back for more. ▪ Animals don’t find their own food. ▪ Be careful of animals while driving. ▪ Many animals are killed by people driving too fast.

Main Topic Animals

Long e [ee, ea]

1

seem

green

wheel

cheek

2

beat

beast

beach

bleach

3

three

free

freeze

breeze

4

weep

creepy

easy

athlete

5

treat

screen

screech

peach

6

cheep

cheese

steep

steam

7

leash

queen

squeeze

asleep

8

knee

wreath

greeted

agreement

Long e [ee, ea]

Modeled and Guided Instruction

©Curriculum Associates, LLC Copying is not permitted.Lesson 20 Comparing and Contrasting Two Texts326

Read Genre: Social Studies Articles

1 Have you ever seen a chipmunk begging for food from a person? Many people might want to give the chipmunk a piece of their snack. But please don’t! If we want to have healthy wild animals, then we can’t give animals people food.

2 People food can make wild animals sick. It also teaches them to need people to live. Instead of finding their own food, the animals learn to beg. When people aren’t around, the animals don’t know what to do. They forget how to live off the land around them.

Close Reader Habits

Underline a sentence in each passage that tells an important point.

1 We need to take care of our animals. One way to keep animals safe is not to feed them. Feeding them makes them come back for more. It keeps them from finding their own food.

2 Another way to keep our animals safe is to be careful when driving. Many animals are killed each year by people driving too fast.

by Jerry Lemto

by Marvin Reinhart

Don’t the

Animals!FEED

Our Animal Friends

110 the Super Source™ ◆ Cuisenaire® Rods ◆ Grades K 2 ©1996 Cuisenaire Company of America Inc

1-CENTIMETER GRID PAPER

Copyright 2003 www.etacuisenaire.com

http://www.ProWaiver.com/http://www.ProWaiver.com/

©Curriculum Associates, LLC Copying is not permitted.154

Think It Through

Introduction

Lesson 16 Understand Length and Measurement Tools

Lesson 16Understand Length and Measurement Tools

You can find the length of objects, like a marker.

length

You can use paper clips to measure the length of a marker.

Line up the edge of the first paper clip with the edge of the marker.

• Do not put the marker in the middle of the paper clips.

• Do not use paper clips that are different sizes.

• Do not have any spaces between the paper clips.

• Do not have any paper clip on top of another paper clip.

How many paper clips fit under the marker?

Think You can use objects to measure length.

What does it mean to measure length?

✕

✕

✕

✕

MGSE2.MD.1

©Curriculum Associates, LLC Copying is not permitted. 155Lesson 16 Understand Length and Measurement Tools

Inches and centimeters are two units used to measure length.

The length of a quarter Your little finger is about is about 1 inch (in.). 1 centimeter (cm) across.

A ruler is a tool used to measure length.

0

0 1 2 3 4 5 6 7 8 9 10 11 12

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

inchescentimeters

Reflect Work with a partner.

1 Talk About It Why would you measure the length of your shoe with a ruler instead of paper clips?

Write About It

Think You can use units of the same size to measure objects.

This ruler is not life-sized.

1 inch is a little longer than 2 centimeters.

Think About

©Curriculum Associates, LLC Copying is not permitted.156

Guided InstructionLesson 16

Measuring with Tiles and Rulers

Lesson 16 Understand Length and Measurement Tools

2 Use the tiles your teacher gives you to find the length of the yarn.

How many tiles did you use?

3 Each tile is 1 inch long.

How long is the yarn?

4 Number the tiles you used in order from 1 to 6.

5 Place Tile 1 above the ruler below. Place it so the left side of the tile lines up with 0. Then put the other tiles in order next to Tile 1.

inches

6 What do you notice about the numbers on your tiles and on the ruler?

Let’s Explore the Idea You can use 1-inch tiles to help you understand a ruler.

©Curriculum Associates, LLC Copying is not permitted. 157Lesson 16 Understand Length and Measurement Tools

7 Where do you put the first tile when you measure the yarn?

8 How do you find the length of the yarn using tiles?

9 Use your ruler to measure the yarn. What number on the ruler should you line up with the left end of the yarn?

10 Now how do you find the length of the yarn?

Try It Another Way Now use 1-centimeter tiles.

11 Use 1-centimeter tiles to measure the length of this yarn. How

many tiles do you use?

12 Each tile is 1 centimeter long.

How long is the yarn? centimeters

13 Now use the centimeter side of your ruler to measure.

Based on the ruler, how long is the yarn?

Let’s Talk About It Work with a partner.

Guided Practice

Connect

©Curriculum Associates, LLC Copying is not permitted.158

Lesson 16

Ideas About Measuring with Tiles and Rulers

Lesson 16 Understand Length and Measurement Tools

Talk about these problems as a class. Then write your answers.

14 Create Macie lined up 1-centimeter tiles along a strip of paper. She marked the end of each tile. Write numbers on the blanks to finish making the ruler.

centimeters

15 Compare Ty and Lynn each made a ruler.

inches1 2 3 40 5 6 7 8 9

1 2 3 40 5 6 7 8 9inches

Circle the ruler that was made correctly. How do you know?

16 Analyze Tony says the crayon is 8 centimeters long.

centimeters1 2 3 4 5 6 7 8 9 100

What did Tony do wrong?

These rulers are not life-sized.

©Curriculum Associates, LLC Copying is not permitted. 159

Independent Practice

Apply

Lesson 16

Ideas About Measuring with Tiles and Rulers

Lesson 16 Understand Length and Measurement Tools

Put It Together Use what you have learned to complete this task.

17 For this task, you will need 1-inch tiles and 1-centimeter tiles.

Part A Use 1-inch tiles to make a ruler.

0

How long is your ruler?

Part B Use 1-centimeter tiles to make a ruler.

0

How long is your ruler?

Part C Explain the steps you took to make the rulers.

1

Social Studies, Grade 2 Week 12 (November 2-6, 2020)

Monday

Step 1: Explain to your student that people usually get things in two ways: they can buy things or trade/barter for them. Inform him/her that people use money to buy things. The two forms of money are coins and bills. Then show your student the images below.

Tell him/her that coins come in different sizes and metals. Each type of coin is worth a different amount of money. Paper bills are all the same size. Each bill has a number on it that tells you how much it is worth. Coins and bills are decorated with symbols of the United States, like a bald eagle or past president

Step 2: Tell your student that in the past, people would barter or exchange things without using money. This means that they would give someone something and get something else in return. For example, someone who had chickens could barter eggs with a neighbor for milk. Sometimes people barter goods, like eggs and milk. Other times, they barter services like fixing a fence or a bicycle. Even now, people trade goods and services; however, most of the time, we use money to pay for the things we need.

Note to parents: Provide your student with some relevant examples of trading/bartering versus using money.

Then, have your student watch the following BrainPop video, which briefly explains both the barter and currency system. S/he can access the video using the QR code and link below:

Money and Barter

http://bit.ly/grade2week12

2

Step 3: Engage your student in a guided discussion using the following questions:

• What is the difference between a good and a service? (NOTE: Students learned about goods and services beginning in Kindergarten.)

• How is bartering for a good or service like using money? How is it different? • What would you prefer to do if you wanted a good or service – barter or use money? Why?

Then have him/her complete the Money and Bartering below.

Directions: Cut and paste the boxes at the bottom of the page into the correct columns in the table.

Money Barter

Benny trades books with his friend.

Mrs. Brown gives Geneva a twenty-dollar bill for weeding her garden.

Jason uses his credit card to purchase a brand new pair of shoes.

Sam gives Jimmy a basket of apples for a loaf of bread.

Hannah places a quarter in the gumball machine.

Nicolas is working to earn Mr. Jim’s old car by walking his pets.

3

Martin is going to tutor Rocco in math in exchange for his baseball cards.

Mom writes a check for a gallon of milk at the grocery store.

Physical Education - Juggling Directions

EQ: What are manipulative skills?

A: The ability to control and position objects using various body parts.

Warm Up: Spend 2 minutes warming up the body to prepare for today’s challenge. Create your own

warm-up and stretches to follow.

Directions: Use the chart below to practice steps 1-4 on day 1. Practice steps 5-8 on day 2. Use “3

grocery bags” instead of using balls.

(Example):

Day 2 Self Assessment: Circle the picture that shows how well you feel you did with juggling.

Grade 2; Week of November 2, 2020

English Language Arts

Wednesday, November 4, 2020

Phonics Use the long e [ee, ea] word fluency page. ▪ Read lines 5 - 6 aloud. ▪ Which words have to do with food? [treat, cheese, peach] ▪ Which word might be found on a window? [screen] ▪ Which word might be a sound? [screech] ▪ Which word is the result of hot water? [steam] ▪ Read lines 7 - 8 aloud. ▪ Which word has to do with a pet? [leash] ▪ Which word could be a character in a story? [queen] ▪ Which word is a part of the leg? [knee]

Reading On Monday you read two passages, Don’t Feed the Animals! by Marvin Reinhart and Our Animal Friends by Jerry Lemto. Today you are going to compare and contrast the most important points found in the two passages. When a reader compares two things, he/she thinks about how they are alike. When a reader contrasts two things, he/she thinks about how they are different. Important points are key details, facts, and examples that authors include in the text. ▪ First, reread both passages, Don’t Feed the Animals! by Marvin Reinhart and Our Animal Friends by Jerry Lemto,

and write down the key details for each passage. You might set up your paper like this: Don’t Feed the Animals! Animal Friends Key Details/Important Points: Key Details/Important Points:

▪ ▪ For Don’t Feed the Animals! read your key details/main points and circle the 1-2 you think are most important. ▪ For Our Animal Friends read your key details/main points and circle the 1-2 you think are most important. ▪ Draw a venn diagram like this one in your notebook or on a sheet of paper.

“Don’t Feed the Animals!”

“Our Animal Friends”

Both

Grade 2; Week of November 2, 2020

▪ What are some important points that are alike about the topic? Write it in the venn diagram where it says “both”. ▪ What are some important points that are different about the topic? First, think about Don’t Feed the Animals!

Write the important points in the circle that are only in that passage. ▪ Think about Our Animal Friends. What are some important points from this passage that are different from the

other? Write the important points in the circle. Possible responses:

Writing Today you are going to bring your writing to an end. Writers call this a conclusion. It is when the writer sums up what he/she has been writing about so the reader knows it is going end soon. It can be a sentence or several sentences. One way to do this is to follow these steps:

▪ Reread the entire writing piece you have been working on. ▪ Think…What is my main topic? ▪ Say your main topic in a sentence. Write it at the end of your piece. ▪ Ask your reader a question about your topic. Write it. ▪ You just wrote a conclusion! Reread it!

“Don’t Feed the Animals!”

“Our Animal Friends”

Both

People food can make animals sick.

Feeding animals

makes them stop finding their own

food.

Be careful of animals while

driving.

©Curriculum Associates, LLC Copying is not permitted. 171Lesson 16 Understand Length and Measurement Tools

Name:

Study the example showing how to explain a measuring error. Then solve Problems 1–5.

1 Juan used these paper clips to measure the pencil. What did he do wrong?

2 Callie says this ribbon is 4 paper clips long. Do you agree? Why or why not?

Example

Lev says this string is 3 paper clips long. Do you agree? Why or why not?

No, the string needs to be placed at the edge of the first paper clip, not in the middle.

Lesson 16

Understand Length and Measurement Tools

Prerequisite: How do you measure length correctly?

©Curriculum Associates, LLC Copying is not permitted.172 Lesson 16 Understand Length and Measurement Tools

Solve.

3 Jill says this marker is 6 tiles long. Do you agree? Why or why not?

4 Sean says this crayon is 7 tiles long. Do you agree? Why or why not?

5 Circle the picture that shows the correct way to measure the piece of string.

©Curriculum Associates, LLC Copying is not permitted. 173Lesson 16 Understand Length and Measurement Tools

Name:

Measure with Tiles and Rulers

Study the example showing how to measure with tiles and rulers. Then solve Problems 1–7.

1 Cai used 1-centimeter tiles to measure the length of a piece of string. How many tiles did he use?

2 Each tile is 1 centimeter long. What is the length of the string? centimeters

3 Cai used a centimeter ruler to check the length.

centimeters1 2 3 4 5 6 7 8 90

What is the length of the string?

Example

What is the length of the crayon?

centimeters1 2 3 4 5 60

centimeter tiles

centimeter ruler

The length of the crayon is 5 centimeters.

Lesson 16

©Curriculum Associates, LLC Copying is not permitted.174 Lesson 16 Understand Length and Measurement Tools

Solve.

4 Emma used 1-inch tiles to measure the length of a piece of yarn. How many tiles did she use?

5 Each tile is 1 inch long. What is the length of the yarn? inches

6 Then Emma used an inch ruler to check the length.

inches1 2 3 40 5

What is the length of the yarn?

7 Gus used 1-inch tiles and a ruler to measure the length of the pencil below.

inches1 2 3 40 5

What is the length of the pencil?

©Curriculum Associates, LLC Copying is not permitted. 175Lesson 16 Understand Length and Measurement Tools

Name:

Reason and Write

Look at the example. Underline a part that you think makes it a good answer.

Example

Bay used 1-centimeter tiles and a strip of paper to make the centimeter ruler below.

centimeters2 3 4 5 6 7 8 9 10 111

Bay wrote, My ruler is 11 centimeters long. What did Bay do right? What did she do wrong?

Use pictures, words, or numbers to explain.

Bay put the tiles above the paper strip. She lined up the tiles without any spaces between them and without the tiles on top of each other. She marked the beginning of the first tile on the paper strip. She also marked the end of each tile on the paper strip. All of that was correct.

Bay’s only mistake was that she wrote 1 under the first mark. She should have written 0.

centimeters1 2 3 4 5 6 7 8 9 100

Then she would see that her ruler is 10 centimeters long.

Lesson 16

Where does the example . . .• explain what

Bay did right?• explain what

Bay did wrong?• use pictures,

words, or numbers?

©Curriculum Associates, LLC Copying is not permitted.176 Lesson 16 Understand Length and Measurement Tools

Solve the problem. Use what you learned from the example.

Jim used 1-inch tiles and a strip of paper to make the inch ruler below.

inches0 1 2 3 4

Jim wrote, My ruler is 4 inches long.

What did Jim do right? What did he do wrong?

Use pictures, words, or numbers to explain. Did you . . .• explain what Jim

did right?• explain what Jim

did wrong?• use pictures,

words, or numbers?

1

Social Studies, Grade 2 Week 12 (November 2-6, 2020)

Wednesday

Step 1: Tell your student that today you will talk about making, trading, buying, and selling things. But first, s/he will listen to a book about a hardworking family from Colonial times. It is called Ox-Cart Man and was written by Donald Hall. The video can be accessed using the QR code and link below: After viewing the read aloud, briefly discuss the book with your student. Use the following questions to guide your conversation:

• What were some of the things the man and his family made? They made a shawl, mittens, candles, shingles, and birch brooms.

• What were some of the things the man and his family grew or collected? They grew potatoes, apples, turnips, and cabbages. They collected honey, maple for sugar, and goose feathers.

• What else did the farmer sell? He sold all the containers (boxes, barrels, and bags) he used to carry the things he sold, and he sold the ox cart and ox, and the yoke and harness.

• What did the farmer get at the market in Portsmouth? He brought back an iron kettle, an embroidery needle, a Barlow knife, and two pounds of wintergreen peppermint candies.

Step 2: Next, discuss this lesson’s economic concepts (natural resources, exchange, and barter) by stopping at different parts of the read aloud to provide the outlined explanations:

• Natural Resources o The ox-cart man and his family were very busy. Look at all the things they had to sell at

the market. Show the back of the wagon illustration. Share that some of the things the

family sold are natural resources. Natural resources are things found in nature that people use. Sometimes natural resources are used exactly the way nature

Ox-Cart Man

http://bit.ly/grade2week12a

2

made them, like when we eat an orange. Sometimes they are used to make other things.

Ask: How did the Ox-Cart Man and his family use other natural resources to make new things?

• Exchange and Barter o Almost everyone has traded something at some time. If you brought a peanut butter

and jelly sandwich for lunch, but you are tired of peanut butter and jelly, you might trade for your friend’s cheese sandwich. What are some of the things that sometimes people trade?

o One way to exchange things is to barter them. Long ago, before money was invented, people would use barter to get the

things they needed that they could not get for themselves. One person might have lots of fish but no cow. How could this person get milk or butter or cheese?

Bartering is not a perfect solution. Can you think of a problem with the barter system? What if the man with the cow disliked fish? What could the man with all the fish do to get some milk?

Step 3: Show your student the image below titled, “The Trouble with Trading.” Tell him/her that each person does not like something that another person has to trade. On the lines at the bottom of the page, write a story about these three people and how they bartered to get what they wanted.

I dislike fish but I want milk. I dislike ducks

but I want fish.

I dislike milk but I want ducks.

3

Once your student finishes, remind him/her that the Ox-Cart Man did not exchange his items for other items, but instead sold them for money. Then, he used this money to go to Portsmouth to buy things his family needed. Share that it is often easier to use money for selling and buying items. When you use money, you do not have to find someone who has something you want and wants something you must sell, like you do when you barter. The ox-cart man took money for his things and then used that same money to buy all the things his family needed. Because he exchanged his things for money, he was free to go into any store in the market and buy what he wanted. For the Ox-Cart Man, using money was easier and faster.

Grade 2; Week of November 2, 2020

English Language Arts

Thursday, November 5, 2020

Phonics Cut up the long vowel e [ee, ea] word fluency page so that each word is its own card. Then, sort the cards: To sort the cards: ▪ Choose a card. ▪ Read the word aloud. ▪ Put it in a category. Once you have at least 8 words in each category, read the words aloud, mix them all up, and choose a different category. Possible ways to sort the cards are below.

Sort the cards based on the vowel pattern.

Sort the cards based on the number of sounds in each word.

Sort the cards based on whether it has a blend (2 or more consonants that are right next to each other and you hear each sound) or digraph (2 letters, only 1 unique sound).

Reading Today you will find the key details or important points in the passages Turn on the Tap by Marisa Wollcot and Fresh Water by Seamus Langworthy. ▪ Read both passages. ▪ Jot the key details or important points from each passage. You may want to set up your paper like this.

Turn on the Tap Fresh Water Key Details/Important Points: Key Details/Important Points:

▪

328 Lesson 20 Comparing and Contrasting Two Texts ©Curriculum Associates, LLC Copying is not permitted.

Guided Practice

Read Genre: Social Studies Article

1 Turn on the tap, and out pours fresh, clean water. But where does it come from? In many places, water is pumped from lakes and rivers or from under the ground to wells or to treatment plants. There, it is cleaned to make it safe to drink. Then pipes carry clean water into our homes.

2 Water is important to people—we need it to live! To stay healthy, we drink it every day. We also use it to get clean and to wash away germs. We think there will always be plenty of water when we need it, but that may not be true.

3 In the past, people wasted water. Water was polluted with harmful things, such as garbage and oil.

4 We must protect our water. To make sure we have fresh water in the future, everyone must help today. So be sure to use water wisely!

Close Reader Habits

Why does the author think water is important? Underline a sentence that tells why water is important.

TURNOn theTAP

BY MARISA WOLLCOT

©Curriculum Associates, LLC Copying is not permitted. Lesson 20 Comparing and Contrasting Two Texts 329

Comparing and Contrasting Two Texts Lesson 20

Genre: Social Studies Article

1 Fresh water is more precious than gold. Without it, Earth wouldn’t have plants, animals, or people. We should always treat water with care.

2 But we put harmful things into our water. Dirty water from homes and factories flows from pipes into rivers. Ships dump garbage and oil into lakes.

3 Cities clean this dirty water. They add things that kill the harmful germs. Now the water that comes from the tap is safe to drink.

4 Keeping water pure is a big job, but you can help! The less water we use, the better. Take shorter showers. Don’t leave the tap running when you don’t need to. Don’t throw garbage into rivers or lakes. If you see garbage, throw it away. Help keep our water pure and safe for everyone to enjoy.

Close Reader Habits

What does the author think people can do to protect water? Underline a sentence that tells something people can do to protect water.

WaterWaterby Seamus Langworthy

Introduction

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Use What You Know

Lesson 17 Measure Length

Lesson 17Measure Length

a. What units are shown on the ruler?

b. What number is lined up with the handle

of the scissors?

c. How do you use a ruler to measure the scissors?

d. What is the length of the scissors?

Review how a ruler measures length.

Alex uses his scissors to cut out some shapes.

What is the length of the scissors in centimeters?

centimeters1 2 3 4 5 6 7 8 90

MGSE2.MD.1

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Find Out More

Lesson 17 Measure Length

Rulers often show both inches and centimeters.

Many rulers show 12 inches. This is equal to 1 foot.

How many inches are on the ruler?

How many centimeters are on the ruler?

Some measuring tools are longer than a ruler.

• A yardstick shows 36 inches. There are 36 inches in a yard.

• A meter stick shows 100 centimeters. There are 100 centimeters in a meter.

• A tape measure can show inches and centimeters.

21 4 6 8 10 12 14 16 18 20 22 240 26 28 293 5 7 9 11 13 15 17 19 21 23 25 27 30

1 2 3 4 5 6 7 8 9 10 11 120inchescentimeters

Reflect Work with a partner.

1 Talk About It How is a yardstick like an inch ruler? How is it different?

Write About It

This ruler is not life-sized.

Modeled and Guided Instruction

Learn About

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Lesson 17

Lesson 17 Measure Length

Measuring Length

Read the problem. Then you will look at ways to measure.

Erin wants to measure the length of a sheet of notebook paper. What is the length in inches?

Measure It You can use 1-inch tiles to find the length.

Line up the edge of the paper with the first tile.

Measure It You can use a ruler to find the length.

Line up the edge of the paper with the 0 on the inch ruler.

1 2 3 4 5 6 7 8 9 10 11 120inches

These tiles are not life-sized.

This ruler is not life-sized.

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Connect It Use the models to solve the problem.

2 Look at the first Measure It. How many inch tiles

are used?

3 Look at the second Measure It. What is the length

of the paper?

4 Do you think it is easier to measure with tiles or a ruler? Explain.

5 Talk About It Would the length of the paper be the same if you measured it using a yardstick? Why or why not?

Write About It

Try It Measure the key using centimeters.

6 Look at the centimeter tiles. The key has

a length of centimeters.

7 Look at the centimeter ruler. The key has a length of centimeters.

centimeters1 2 3 4 5 60

Modeled and Guided Instruction

Learn About

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Lesson 17

Lesson 17 Measure Length

Read the problem. Then you will look at ways to measure.

Jonah wants to measure the length of the ribbon he used to wrap this present.

What is the length of the ribbon in centimeters?

Measure It You can use a ruler to find the length.

Line up the left edge of the ribbon with the 0 on the ruler.

2 4 6 8 10 12 14 16 18 20 22 240 26centimeters

3 5 7 9 11 13 15 17 19 21 23 251 27

28 3027 29

Mark where the ruler ends. Then move the ruler so that 0 is at your mark. Repeat this until you find the length.

centimeters2 4 6 8 10 12 14 16 18 20 22 240 26 28 303 5 7 9 11 13 15 17 19 21 23 251 27 29

centimeters2 4 6 8 10 12 14 16 18 20 22 240 26 28 303 5 7 9 11 13 15 17 19 21 23 251 27 29

centimeters2 4 6 8 10 12 14 16 18 20 22 240 26 28 303 5 7 9 11 13 15 17 19 21 23 251 27 29

Measure It You can use a meter stick to find the length.

Line up the left edge of the ribbon with the 0 on the meter stick.

62 64 66 68 70 72 74 76 78 80 82 84 86 882 4 6 8 10 12 14 16 18 20 22 240 26 28 30centimeters

32 34 36 38 40 42 44 46 48 50 52 54 56 58 60 63 65 67 69 71 73 75 77 79 813 5 7 9 11 13 15 17 19 21 23 251 27 29 31 33 35 37 39 41 43 45 47 49 51 53 55 57 59 61

METER STICK 88 9087 89

More Ways to Measure Length

The rulers and meter stick on this page are not life-sized.

©Curriculum Associates, LLC Copying is not permitted. 165Lesson 17 Measure Length

Connect It Use the models to solve the problem.

8 Look at the first Measure It. The length of the ribbon

is equal to how many rulers?

9 How many centimeters are on each ruler?

10 Write an equation to find the length of the ribbon.

cm 1 cm 1 cm 5 cm

11 Look at the meter stick. How long is the ribbon?

centimeters

12 Talk About It Why is it easier to measure the ribbon with a meter stick than with a ruler?

Write About It

Try It Try another problem.

13 Circle the objects that are easier to measure with a centimeter ruler. Underline the objects that are easier to measure with a meter stick.

a hot dog a jump rope a pencil

your height this book

2nd-Week 12: Tuesday

2nd-Week 12: Thursday

Name: _____________________________________

Classroom Teacher: ____________________________________

Have you ever riden a roller coaster? They go up and down.

Can you make a siren noise with your voice?

Be sure to make it go upward and downward.

This is called a vocal pathway. Can you make a siren sound and follow the pathway? When the

pathway goes upward, make your voice move upward. When the pathway goes downward,

make your voice move downward!

Draw your own pattern in the box below. Then use a siren sound to follow your pathway.

Melodies, or songs, move upward and downward. This is call melodic direction.

Here is an example of melodic direction. Can you see how the melody moves upward and

downward?

Can you draw a line to connect the notes and show the melodic direction of the melody?

These notes are moving upward. They start low and move upward.

These notes are moving downward. They start high and move

downward.

Sometimes music moves by steps. It starts on one note and moves to the very next note.

Sometimes music moves by skips. It starts on one note and skips a note.

Sometimes music move by leaps. It starts on one note and skips more than one note!

Sometimes music stays on the same note. They are called repeated notes.

What do you see? Are these notes moving by step, skip, or leap? (Circle your answer.)

Step Leap Repeat

Step Leap Repeat

Draw four repeated notes on this staff.

Grade 2; Week of November 2, 2020

English Language Arts Friday, November 6, 2020

Phonics We see, learn, and use words in a variety of ways. Some words we know because we can see them. Examples of this are on a word wall or labels in the grocery store. Some words we know because we see and read them in books. Some words we know and use in conversations.

▪ Use the cards that you cut out for yesterday’s lesson. ▪ Sort the words into these 3 categories. ▪ Remember, when you sort the words you must first read the word aloud. ▪ Then, you explain why you are placing the word in the category.

Reading Wednesday you tried out a new strategy for comparing and contrasting the most important points from two passages on the same topic. Today you will try it out again with the passages you read Thursday, Turn on the Tap by Marisa Wollcot and Fresh Water by Seamus Langworthy.

▪ Draw a venn diagram like this one in your notebook or on a sheet of paper. ▪ What are some important points that are alike about the topic? Write it in the venn diagram where it says “both”. ▪ What are some important points that are different about the topic? First, think about Turn on the Tap. Write the

important points in the circle that are only in that passage. ▪ Think about Fresh Water. What are some important points from this passage that are different from the other?

Write the important points in the circle.

Writing Today is the day to celebrate all the work you have been doing as a writer!!

▪ Read your entire writing piece to 1 or 2 people in your household. ▪ Ask them to tell you 2 things they really liked and 1 thing they wished you had told them even more about.

Writers always look for feedback from others on how to make their writing even better!

“Turn on the Tap”

“Fresh Water”

Both

Guided Practice

Practice

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Lesson 17

Lesson 17 Measure Length

Example

Measuring Length

14 Measure the length of the eraser in inches using a ruler.

Answer inches

Dawson found a shell. How long is the shell in centimeters?

You can use a centimeter ruler. Make sure to line up the shell at 0.

centimeters1 2 3 4 5 60

Answer centimeters

Study the model below. Then solve Problems 14−16.

5

What side of the ruler should you use?

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15 Think about the length of the actual objects. Draw lines to match each object with the best tool for measuring it.

16 What is the length of the craft stick in inches?

A 4 inches

B 5 inches

C 10 inches

D 11 inches

Jake chose C as the answer. This answer is wrong. How did Jake get his answer?

Which tool is used to measure very long objects?

Did Jake measure with a unit that is smaller or bigger than inches?

a tape measure

a ruler

a real car

a watch

Independent Practice

Practice

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Lesson 17

Lesson 17 Measure Length

Measuring Length

Solve the problems.

1 Leah wants to measure the length of her calculator in centimeters. Which tool could she use? Circle all the correct answers.

A ruler

B yardstick

C meter stick

D tape measure

2 What is the length of the worm in inches? Circle the correct answer.

inches 10 2 3

A 2 inches C 4 inches

B 3 inches D 5 inches

3 Ruby measured each line in centimeters. She wrote the length of each line next to it. Did she measure correctly? Choose Yes or No for each length.

a. 5 cm

3 cm

2 cm

4 cm

Yes No

b. Yes No

c. Yes No

d. Yes No

©Curriculum Associates, LLC Copying is not permitted. 169Lesson 17 Measure Length

4 Marcus says the length of the stick is 6 centimeters. What did Marcus do wrong? Circle the correct answer.

A He measured in inches.

B He used the wrong side of the ruler.

C He didn’t line up one end of the stick at 0.

D He should have used a yardstick.

5 Kayla started to draw a rectangle that is 4 inches long. Complete Kayla’s rectangle to make it the correct length.

6 Brian wants to measure the length of his bed in centimeters. He says the best tool to use is a ruler. Do you agree? Why or why not?

centimeters1 2 3 4 5 60

Now you can solve problems using a ruler. Fill this in on the progress chart on page 153.

Self Check

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Name:

Lesson 17

Measure Length

Prerequisite: Measure Using Tiles or a Ruler

Study the example showing how to measure length with inch tiles or a ruler. Then solve Problems 1–6.

1 Hugo measured this paintbrush using 1-inch tiles. How many tiles are there?

2 What is the length of the paintbrush? inches

3 Ron measured this marker using a 1-inch ruler. How long is the marker? inches

inches1 2 3 40 5

Example

What is the length of the eraser?

The length of the eraser is 2 inches.inches

1 20

inch tiles

inch ruler

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Solve.

4 Lucy measured this glue stick using 1-centimeter tiles. How long is the glue stick? centimeters

5 Ray measured this pencil using a centimeter ruler. What is the length of the pencil? centimeters

centimeters1 2 3 4 5 6 10 11 12 137 8 9 14 16150

6 Eva measured this ribbon using a centimeter ruler. What did she do wrong?

centimeters1 2 3 4 5 6 10 11 12 137 8 9 14 16150

1

Social Studies, Grade 2 Week 12 (November 2-6, 2020)

Friday

Step 1: Remind your student that people use money or barter when they want or need goods and services. Define money as coins and bills and bartering as an exchange of things without using money.

Then have your student watch the Herschel's World of Economics: Trade and Money episode that can be accessed using the QR code or link below.

Note to parents: The video reviews the essential concept of using money or bartering when purchasing goods. It also introduces students to characteristics of money such as portability, scarcity, durability, and divisibility and the idea that money is easier than bartering. The video is 9-minutes long, but caretakers can end the viewing at the 6-minute mark to address the concepts above.

Step 2: Engage your student in a guided discussion about the importance of money. Ask the following questions:

• Why is money important? It helps people make purchases of goods and services in an easy way. • What are the characteristics of money? Money is portable, scarce, durable, and divisible. • What does each mean? Portable means it is easy to carry around; scarce means that there are

limited amounts; durable means that it does not wear easily; and divisible means that it is capable of being divided.

• What else can we do with money? You can save money and use it to see the value of things. • Why is bartering challenging sometimes? It is challenging because people may disagree on the

value of what is bartered, and it is difficult to find goods/services that each bartering partner wants to exchange.

Step 3: Then have your student complete the Venn diagram using the money and barter column descriptors below.

Once complete, check for understanding and address any misunderstandings.

Herschel's World of Economics

http://bit.ly/grade2week12b

2

Directions: Place each descriptor in the correction section. Remember that in a Venn diagram, the common features are found in the center or overlapping part.

3

Money

Barter

An exchange using coins and banknotes

An exchange of one good for another good.

Martin trades the cashier a dollar for his snack.

Rosa swaps her peanut butter sandwich for Betsy’s ham sandwich.

Mr. Jones paid Abe cash to cut his grass.

The trading of one service for another service.

The easiest exchange.

Michael gives Sara corn for helping him plant the crop.

Both

A form of exchange or trade.

Used to acquire needs and wants.

A way to receive services or goods.

The Energy of Motivation

Think about a goal that you have reached. You probably met that goal because you were

motivated to achieve it. You are less likely to do things that do not motivate you. People can

motivate one another, and so can rewards. Take some time to think about the people in your

life that encourage you and why you are motivated to do certain things and not others.

Directions: Write or discuss the following with an adult, friend, or sibling.

Write down 5 things in your life that motivate you.

_____________________________________________________________________________________________

_____________________________________________________________________________________________

Write a very short story about an emoji who reached a goal.

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

Motivation / noun / the general desire or

willingness of someone to do something