Quarter 1 · Detailed day-by-day lesson plans · Days 11–15
0 of 15 lessons done this week
Week 3 builds hundreds with concrete models and explicit place-value reasoning. Readers practice story structure — beginning, middle, end — and writers sequence events in their drafts.
Retell a bedtime story together using your fingers for beginning, middle, end.
Hundreds chart, base-ten flats, story-map template
Hundreds Digit: Bundles of Hundreds
Place Value & Number Relationships · 2.NBT.A.1
Assessment: Show that the digits in each place represent amounts of hundreds, tens, and ones
Story Structure: Beginning, Middle, End
Phonics: Vowel teams: oa, ow
Writing: Write stories with a clear sequence of events
Properties of Matter
2-PS1-1, 2-PS1-2, 2-PS1-3, 2-PS1-4, K-2-ETS1-1
Students will build numbers with hundreds, tens, and ones and name the value of each digit (2.NBT.A.1).
3 quick questions from earlier weeks · about 3 minutes
Warm-Up
Last week we made one 100-bean bag. Today set out 2 bags and ask, 'How many beans? How many tens is that?' (200, 20 tens). Then 3 bags (300, 30 tens). Count by hundreds together up to 900.
Mini-Lesson
Build 243 on a three-column Hundreds, Tens, Ones chart: 2 bags, 4 bundles, 3 beans. Say, 'The 2 is worth 200, the 4 is worth 40, the 3 is worth 3.' Write 243 = 200 + 40 + 3. Repeat with 316 and then 405, pointing out the empty tens column and the 0.
Practice
Student builds 152, 378, 520, and 604 with bags, bundles, and beans, then writes each number on the chart and completes the sentence 'The ___ is worth ___' for every digit.
Wrap-Up
Show 3 bags, 0 bundles, 7 beans. Ask, 'What number is this? Why can we not write 37?' Student explains that the zero holds the tens place.
Identify the beginning, middle, and end of A Chair for My Mother and explain what each part does for the reader (RL.2.5).
3 quick questions from earlier weeks · about 3 minutes
Read-Aloud
Say: 'Last week we watched how Toad felt about things. This week we look at how a whole story is built.' Read A Chair for My Mother by Vera B. Williams straight through. At the end ask, 'What did the family want, and did they get it?'
Mini-Lesson
Draw a three-part story map: Beginning introduces the characters, the place, and what they want; Middle tells what happens and what gets in the way; End tells how it works out. Fill in: Beginning: a girl, her mother, and grandma save coins in a big jar. Point out that the author jumps back to tell about the fire, and that this is still part of how the story is built.
Guided Reading
Your child reads a short just-right book (a Frog and Toad story works well) and uses three sticky notes labeled B, M, E to mark where each part starts. Have them explain each choice in one sentence.
Writing Workshop
Reread last week's small-moment draft and lay it against the story map: does it have a clear beginning, middle, and end? Your child draws a box around each part and answers the Author's Chair question from Friday by adding one sentence where it belongs.
Phonics
Introduce oa, which says long o. Read and write: boat, coat, road, soap, toast, goat, float, loaf, roast, throat. Your child underlines the oa in each and reads the list again quickly.
Students will observe that heating causes some solids to melt and record how fast ice melts in different places (2-PS1-4).
Science Question of the Week
Ask, 'What happens to matter when it gets warm or cold?' Connect to last week: 'You described a rock as hard and a sponge as soft. Can heat change a property?' Write the words melt, freeze, solid and liquid on an index card for the table.
Investigation: Ice Cube Race
Place one ice cube on each of four plates and put them in four spots: a sunny window, the kitchen counter, the refrigerator, and inside a folded towel. Your child predicts the order they will melt and writes 1 through 4 next to each spot. Check every 5 minutes and record whether each cube is 'still solid,' 'half melted,' or 'all liquid.' Support: check only the sunny window and the refrigerator. Stretch: use a kitchen timer and write the exact minute each cube finishes melting.
Wrap-Up
Ask, 'Which spot won the melting race? What did that spot have that the others did not?' Guide your child to the word heat and the sentence 'Heat turned the solid ice into liquid water.'
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.
What happens to an ice cube on a warm day? It melts! Heat changes solid ice into liquid water.
Cold can change things too. Put water in a freezer, and it turns back into solid ice. We can melt it and freeze it again and again.
Heat changes many things. Butter melts in a warm pan. A crayon left in a hot car can melt and bend. Chocolate melts in your hand.
Some changes cannot be undone. When you cook an egg, it turns from runny to firm. You cannot cool it and make it runny again. When you bake bread, the dough turns into bread. It cannot go back to dough.
Next time you help cook, watch closely. What is changing? Can it change back?
Math
Second Grade · Week 3 · Friday · secondgrade.com
Math
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 4. Keep the daily Remember? boxes going. |
| About half right | Use a hundreds-tens-ones mat. Build 5 numbers your child chooses and write each one under the mat. Then redo the missed items. |
| Only a few right | Do the catch-up activity "Hundreds, Tens and Ones Mat" for 3 days, then continue with Week 4. |
ELA
A toad sat by the road. He wanted to get to the pond, but he was slow. Then it began to snow! The toad hid in an old coat on the grass. When the snow was gone, the toad hopped on. At last, he got to the pond and swam.
Second Grade · Week 3 · Friday · secondgrade.com
ELA
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 4. Keep the daily Remember? boxes going. |
| About half right | Cut a story summary into 3 strips and have your child put them in order. Practice boat, coat, snow and grow word cards. |
| Only a few right | Retell a favorite bedtime story using "First… Next… Last…" every night. Practice 3 oa/ow words a day alongside Week 4. |
Science
Second Grade · Week 3 · Friday · secondgrade.com
Science
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 4. Keep the daily Remember? boxes going. |
| About half right | Melt an ice cube in a warm hand and in a cup, then compare. Your child describes what happened, using "first… then…" |
| Only a few right | Reread "Hot and Cold Change Things" together and act out melting and freezing. Record one change in the science journal. |
Second Grade · Week 3 · Friday · secondgrade.com
Social Studies
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 4. Keep the daily Remember? boxes going. |
| About half right | Your child picks 3 helpers (a mail carrier, a nurse, a firefighter) and draws a tool each one uses, then explains it. |
| Only a few right | Visit or talk with one community helper this week, or watch a short video together, and draw what they do. |
PE · Locomotor Skills & Body Awareness · All Specials
PE · Week 3
I can move in different ways with control.
You need: a clear open space, sneakers or bare feet on a non-slip floor
Second Grade · Week 3 · secondgrade.com
Math
A digit is worth more in a bigger place
ELA
Stories have a beginning, a middle and an end
Science
Heating and cooling can change solids and liquids
Try it (10 min): Write the digits 2, 5 and 8 on three scraps of paper. Take turns making three-digit numbers and saying what each digit is worth.
Talk about it: What is the biggest number you can make? Why?
Try it (10 min): Tell a family story, like a trip or a birthday, in three parts: beginning, middle and end. Hold up one finger for each part.
Talk about it: What was the problem in the middle of your story?
Try it (10 min): Put one ice cube in a cup on the counter and one in the freezer. Check both after 10 minutes.
Talk about it: What made one cube change and not the other?
Try it (10 min): Name all the helpers you saw this week, such as a mail carrier, a bus driver or a store worker. Draw one of them at work.
Talk about it: What would happen if that helper stopped working for a week?
We did blank of 4 activities.
Second Grade · Week 3 · secondgrade.com
