Quarter 1 · Detailed day-by-day lesson plans · Days 6–10
0 of 15 lessons done this week
Week 2 introduces the big idea that ten tens equal one hundred. In ELA, common vowel teams unlock longer words while children add feeling and action to narrative drafts.
Count groups of ten objects together until you hit one hundred.
Bundling sticks, vowel-team chart, narrative journal
Hundreds Digit: Bundles of Tens
Place Value & Number Relationships · 2.NBT.A.1
Assessment: Explain that 100 = 10 tens using drawings and place value charts
Describing Characters' Responses to Events
Phonics: Common vowel teams for long vowels (ai, ay, ee, ea)
Writing: Expand narratives with character actions and feelings
Properties of Matter
2-PS1-1, 2-PS1-2, 2-PS1-3, 2-PS1-4, K-2-ETS1-1
Students will build and count bundles of ten to show that 100 is the same as 10 tens (2.NBT.A.1a).
3 quick questions from earlier weeks · about 3 minutes
Warm-Up
Review last week's place value chart. Display 63 with beans and sticks: 6 bundles of ten and 3 loose beans. Ask, 'How many tens? How many ones? Now show me 36. What changed?'
Mini-Lesson
Count out 100 craft sticks together by tens, bundling every 10 with a rubber band as you go. Line the 10 bundles up in a row and say, 'Ten bundles of ten. One hundred. 10 tens = 100.' Write 100 on an index card and place it above the bundles.
Practice
Student builds 40, 70, and 100 with bundles only, then draws each as a set of tall sticks and writes the matching sentence: '4 tens = 40', '7 tens = 70', '10 tens = 100'. Then ask for 9 tens and 1 more ten: what number is that?
Wrap-Up
Ask, 'If I have 10 bundles of ten, how many sticks is that? How do you know?' Student answers in a full sentence. Post the 100 card on the wall for the week.
Describe how Toad responds to the events in 'Spring' by naming what he does and how he feels (RL.2.3).
3 quick questions from earlier weeks · about 3 minutes
Read-Aloud
Before reading, recall last week's Owl at Home: 'Remember how Owl kept running up and down the stairs to be upstairs and downstairs at once? Today we meet two new friends, Frog and Toad.' Read 'Spring' from Frog and Toad Are Friends by Arnold Lobel. Pause when Frog shouts up the stairs and again when Toad sees 'May' on the calendar, and ask, 'What does Toad do right here? How is he feeling?'
Mini-Lesson
Make a three-column chart titled Event, What the character does, How the character feels. Fill in one row together: Event: Frog wakes Toad in April. Does: pulls the covers over his head and says 'Blah.' Feels: sleepy and grumpy. Teach the big idea: authors show feelings through what characters do and say, so readers have to watch closely.
Guided Reading
Your child rereads 'Spring' aloud (or reads a just-right book from the library basket). Give two sticky notes and ask them to mark one place where Toad does something because of an event, then tell you the event and the response in their own words.
Writing Workshop
Launch a two-week small-moment story. Brainstorm a list of moments with a friend or family member: a time you laughed hard, a time you were scared, a time something went wrong. Your child picks one, tells it across three fingers (first, next, last), and sketches the three parts in three boxes on a folded paper.
Phonics
Introduce the vowel teams ai and ay, which both say long a. Write these words on index cards and read them together: rain, paint, train, wait, mail, snail, day, play, stay, away, gray, tray. Sort into two piles and ask what your child notices about where ai sits (middle) and where ay sits (end).
Students will observe, describe and sort household objects by properties such as color, texture, hardness, flexibility and whether they absorb water (2-PS1-1).
Science Question of the Week
Ask, 'How can we describe what something is made of?' Remind your child that last week scientists used their senses to observe; this week the job is to use property words. Write the words color, texture, hardness, flexible and absorbs on an index card to keep on the table all week.
Investigation: Mystery Bag Properties
Put 8 objects in a paper bag (a spoon, a sponge, a cotton ball, a rock, a rubber band, a paper clip, a wooden block, a crayon). Your child pulls one out without looking, describes it with at least three property words, then guesses what it is. Record each object and its properties in a chart with the columns Object, Color, Texture, Hard or Soft, Bends or Does Not Bend. Support: offer two choices for each column ('Is it rough or smooth?'). Stretch: add a column for 'What is it made of?' (metal, wood, plastic, cloth, stone).
Wrap-Up
Ask, 'Which two objects share the most properties? Which two are most different?' Have your child say one complete sentence such as 'The spoon and the paper clip are both hard and shiny.'
Read it aloud first while your child follows along. Then read it together, and let your child read the parts they can. Talk about the words in the word box.
A rule tells us what to do or not do. At home, a rule might be "Put your toys away." At school, a rule might be "Raise your hand to speak."
A law is a rule for everyone in a town, a state or a country. Laws are made by leaders the people choose.
Laws help keep people safe. A speed limit tells drivers how fast they may go. A law says young children must ride in car seats. Laws also help things be fair. At a red light, drivers stop so people can take turns crossing.
Some laws protect the places we share. In most towns it is against the law to litter. That keeps parks clean for everyone.
When people break a law, there can be a consequence, like paying a fine. A consequence is what happens because of an action. Think about a rule you follow every day. Who does it help?
Math
Second Grade · Week 2 · Friday · secondgrade.com
Math
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 3. Keep the daily Remember? boxes going. |
| About half right | Bundle 100 straws or sticks into tens with your child and count the bundles together: 10, 20, 30 … 100. Then redo the missed items. |
| Only a few right | Do the catch-up activity "Ten Tens Make a Hundred" before moving on. Keep Week 3 lessons short and hands-on. |
ELA
Lee made a sand castle at the beach. Then a big wave came and washed it away. Lee felt upset. He sat on the sand. Then his friend May came to help. They made a new castle up high on the sand. Lee felt happy again.
Second Grade · Week 2 · Friday · secondgrade.com
ELA
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 3. Keep the daily Remember? boxes going. |
| About half right | Make word cards for rain, play, tree and read, plus 6 more with the same spellings. Sort them by vowel team. Reread one story and name how the character felt at each big event. |
| Only a few right | Keep practicing short vowels, and add 3 ai/ay words a day. Read one story together and draw the character's face at the beginning, middle and end. |
Science
Second Grade · Week 2 · Friday · secondgrade.com
Science
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 3. Keep the daily Remember? boxes going. |
| About half right | Put 8 objects in a bag. Your child pulls one out and names 3 properties, then sorts the objects two different ways. |
| Only a few right | Make a property word bank (hard, soft, rough, smooth, bendy, shiny) and use it to describe 5 objects together. |
Second Grade · Week 2 · Friday · secondgrade.com
Social Studies
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 3. Keep the daily Remember? boxes going. |
| About half right | On a walk or drive, look for signs that show laws (stop sign, speed limit, crosswalk) and talk about who each one protects. |
| Only a few right | Reread "Why Do We Have Laws?" together and act out a crossing: stop, look, cross at the light. |
Music · Steady Beat, Rhythm & Movement · All Specials
Music · Week 2
I can keep a steady beat.
You need: a pot and spoon or an empty box
Second Grade · Week 2 · secondgrade.com
Math
Ten groups of ten make one hundred
ELA
Characters show feelings by what they do
Science
Properties help us pick the right material
Try it (10 min): Count 100 small things (coins, buttons or cereal) into piles of 10. Count the piles by tens to check.
Talk about it: Why is counting by tens faster than counting by ones?
Try it (10 min): Act out a feeling without words, such as grumpy, proud or worried. The other person guesses the feeling from your actions.
Talk about it: What did your face or body do to show the feeling?
Try it (10 min): Drip a little water on a paper towel, a plastic lid and a sock. Watch which ones soak it up.
Talk about it: Which one would you use to wipe up a spill? Why?
Try it (10 min): Take a short walk or look out the window. Find signs that show a law, such as a stop sign or a speed limit.
Talk about it: How does that law keep people safe?
We did blank of 4 activities.
Second Grade · Week 2 · secondgrade.com
