Week 3 — Printable Lesson Packet

Mathematics

Objective: Students will build numbers with hundreds, tens, and ones and name the value of each digit (2.NBT.A.1).

1. 10 min — 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.
2. 15 min — 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.
3. 15 min — 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.
4. 5 min — 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.

Materials: 100-bean bags or paper flats, bundles of 10 craft sticks, dried beans, place value chart, marker, pencil

English Language Arts

Objective: Identify the beginning, middle, and end of A Chair for My Mother and explain what each part does for the reader (RL.2.5).

1. 15 min — 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?'
2. 10 min — 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.
3. 15 min — 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.
4. 15 min — 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.
5. 10 min — 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.

Materials: A Chair for My Mother by Vera B. Williams, Chart paper, Markers, Library books at your child's level, Sticky notes labeled B, M, E, Writing folder, Pencil, Crayons, Index cards

Science

Objective: Students will observe that heating causes some solids to melt and record how fast ice melts in different places (2-PS1-4).

1. 5 min — 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.
2. 20 min — 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.
3. 5 min — 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.'

Materials: 4 ice cubes, 4 plates, towel, timer or clock, index card, paper and pencil

Mathematics

Objective: Students will explore that the same digit has different values in different places (2.NBT.A.1).

1. 10 min — Warm-Up: Write the digits 5, 5, 5 on three index cards. Place one card in each column of the chart to make 555. Ask, 'Are these three 5s worth the same? Build it and find out.' Student builds 5 bags, 5 bundles, 5 beans.
2. 15 min — Mini-Lesson: Make digit cards 2, 7, and 4. Arrange them as 274, build it, and say the value of each digit. Now rearrange to 427 and build it. Ask, 'Where did the 7 go? Is it worth 70 or 7 now?' Repeat with 742.
3. 15 min — Practice: Student takes digit cards 1, 3, and 8 and makes three different numbers (for example 138, 381, 813), builds each one, and writes what the 8 is worth in each: 8, 80, or 800. Support: build only two numbers and use the chart columns to point to the 8 each time. Stretch: make all six possible arrangements and circle the largest.
4. 5 min — Wrap-Up: Ask, 'In 605, what is the 6 worth? What is the 0 doing?' Student answers in a full sentence.

Materials: index cards, marker, place value chart, 100-bean bags or paper flats, bundles of 10 craft sticks, dried beans, paper, pencil

English Language Arts

Objective: Describe the problem and key events in the middle of a story and how they lead toward the ending (RL.2.5, RL.2.3).

1. 15 min — Read-Aloud: Reread the middle of A Chair for My Mother, from the fire to the neighbors bringing furniture. Ask: 'What was the problem? Who helped? What was still missing after everyone helped?' (a comfortable chair).
2. 10 min — Mini-Lesson: Fill in the Middle of Monday's story map with three events in order: the fire, neighbors bring furniture, the family keeps saving coins. Teach that the middle is where the problem lives and where characters work on it.
3. 15 min — Independent Reading: Your child reads independently and then tells you the problem in the middle of their book and one thing the character did about it.
4. 15 min — Writing Workshop: Revise the middle of the small-moment draft so it has at least two events in order. Add the transition words first, then, next, and after that on a strip and have your child try one at the start of each middle sentence.
5. 10 min — Phonics: Introduce ow saying long o (as in snow). Read and write: snow, grow, show, slow, throw, blow, row, glow, yellow, window. Note that ow can also say the sound in cow; the reader tries long o first and checks if the word makes sense.

Materials: A Chair for My Mother by Vera B. Williams, Monday's story map, Markers, Library books at your child's level, Writing folder, Pencil, Transition word strip, Index cards

Social Studies

Objective: Students will identify community helpers, describe the jobs they do and explain how those jobs meet needs in the community (D2.Civ.2.K-2, D2.Civ.6.K-2).

1. 10 min — Read-Aloud and Discussion: Read selected spreads from 'What Do People Do All Day?' by Richard Scarry (the bakery, the firehouse, the doctor's office and the road builders work well). On each page ask, 'What is this helper's job? What would happen in Busytown if nobody did it?' Explain that a community is a place where people live and work together, and community helpers are the people whose jobs keep everyone safe, healthy and supplied.
2. 15 min — Hands-On Activity: Helper Charades: Write 8 helpers on index cards: firefighter, mail carrier, nurse, librarian, garbage collector, farmer, bus driver, crossing guard. Take turns drawing a card and acting out the job without words while the other person guesses. After each guess, say together one sentence: 'A ____ helps the community by ____.' Sort the cards into two piles: Keeps Us Safe and Gives Us Things We Need.
3. 5 min — Quick Write: Your child draws one community helper they have actually met (the mail carrier, a nurse, a librarian) and writes, 'I saw a ____. Their job is ____.'

Materials: 'What Do People Do All Day?' by Richard Scarry (library), 8 index cards, marker, paper and pencil, crayons

Mathematics

Objective: Students will draw and write three-digit numbers in standard form and as hundreds, tens, and ones (2.NBT.A.1).

1. 10 min — Warm-Up: Teach the quick-draw code: a square for 100, a tall line for 10, a dot for 1. Student draws 231 (2 squares, 3 lines, 1 dot) and then 115.
2. 15 min — Mini-Lesson: Draw 4 squares, 6 lines, 2 dots and ask the student to read it (462). Then draw 2 squares, 0 lines, 9 dots (209). Then write 350 and ask the student to draw it. Talk about how the drawing shows the same thing the bags, bundles, and beans show.
3. 15 min — Practice: Student fills a six-row table: for 127, 340, 583, 706, 815, and 999, write the number, draw the quick picture, and write '___ hundreds, ___ tens, ___ ones.' Check 706 and 340 together for the zeros.
4. 5 min — Wrap-Up: Show a drawing of 3 squares and 12 dots. Ask, 'What number is this? Could we draw it a simpler way?' Student trades 10 dots for a line: 312.

Materials: paper, pencil, marker

English Language Arts

Objective: Compare the structure of two stories and describe how each ending finishes what the beginning started (RL.2.5).

1. 15 min — Read-Aloud: Read Fireflies! by Julie Brinckloe. Pause when the boy catches the fireflies in the jar and ask what he wants, then pause when their light dims and ask what he might do. Finish and ask how the ending connects to the beginning.
2. 10 min — Mini-Lesson: Make a second story map for Fireflies! next to Monday's: Beginning: the boy sees fireflies at dinner and grabs a jar. Middle: he catches them and watches them dim. End: he lets them go. Ask: 'Which story has the ending the character wanted at the start? Which one does not?'
3. 15 min — Guided Reading: Take turns reading pages of a Frog and Toad story such as 'A Lost Button.' Your child names the beginning, middle, and end with one sentence each, using first, then, and finally. Support: give the three sentence starters on a strip. Stretch: name a second event in the middle and explain how it made the ending happen.
4. 15 min — Writing Workshop: Revise the ending of the small-moment draft: does it connect back to the beginning the way the chair connects to the coin jar? Your child adds one closing sentence that tells how they felt or what they learned.
5. 10 min — Phonics: Sort oa and ow. Cards: coat, snow, road, grow, soap, show, goat, blow, float, yellow, toast, window. After sorting, your child writes a silly sentence using one word from each column.

Materials: Fireflies! by Julie Brinckloe, Chart paper, Markers, Monday's story map, Frog and Toad Are Friends by Arnold Lobel, Writing folder, Pencil, Index cards, Paper

Science

Objective: Students will observe that cooling can turn a liquid back into a solid and that some materials melt at lower temperatures than others (2-PS1-4).

1. 5 min — Review: Ask your child to retell the ice race in order using the words solid, heat, melt and liquid. Then ask, 'If we put the melted water back in the freezer, what will happen?' Pour Monday's melted water into an ice cube tray now so it is ready by Friday.
2. 20 min — Deeper Investigation: Melt and Freeze: Place a small pat of butter, five chocolate chips, an ice cube and a crayon stub on a plate in the sunniest spot in the house (or near a warm lamp). Every 5 minutes your child checks each and records 'solid,' 'soft,' or 'liquid' in a chart. Once the butter and chocolate have softened, move the plate to the refrigerator for the last 5 minutes and check again. Adult handles anything warm.
3. 5 min — Data Discussion: Ask, 'Which material melted first? Which never melted? What happened when we cooled them?' Write the sentence 'Heating melts and cooling hardens' at the top of the chart.

Materials: plate, butter, chocolate chips, ice cube, crayon stub, ice cube tray, paper and pencil

Mathematics

Objective: Students will apply place value to solve riddles and real-world problems with three-digit numbers (2.NBT.A.1).

1. 10 min — Warm-Up: Number riddle: 'I have 4 hundreds, 2 tens, and 8 ones. Who am I?' (428). 'I have 7 ones, 3 hundreds, and 0 tens.' (307). 'I have 6 tens, 1 hundred, and 5 ones.' (165). Student builds or draws each to check.
2. 15 min — Mini-Lesson: Pose: 'A school library has 3 shelves of 100 books, 5 boxes of 10 books, and 6 books on the cart. How many books?' Act it out with bags, bundles, and beans, then write 356. Then: 'The librarian adds 4 more boxes of 10. How many books now?' (396).
3. 15 min — Practice: Student solves three problems with a drawing and a number: 'A farmer has 2 crates of 100 apples, 7 bags of 10, and 4 loose apples' (274); 'A jar has 5 bags of 100 beads and 3 loose beads' (503); 'A parking lot has 6 rows of 100 spots and 1 row of 10' (610). Then student writes one riddle for you to solve.
4. 5 min — Wrap-Up: Ask, 'If I told you a number has 9 tens, could it be 190? Could it be 910? How do you know?'

Materials: 100-bean bags or paper flats, bundles of 10 craft sticks, dried beans, paper, pencil

English Language Arts

Objective: Retell A Chair for My Mother in order using transition words, and decode two-syllable words built from vowel teams (RL.2.5, RF.2.3c).

1. 15 min — Shared Reading: Reread the ending of A Chair for My Mother, from the full jar to the family sitting in the chair. Read the last two pages together in unison, then ask, 'Why does the author end with everyone in the chair and not with buying it?'
2. 10 min — Mini-Lesson: Model a full retell of the book in six sentences using in the beginning, then, next, after that, finally, and in the end. Your child retells it back to you, touching each part of the story map as they go.
3. 15 min — Guided Reading: Your child reads a new just-right book and retells it to you using the transition words. Listen for a clear beginning, at least two middle events, and an ending.
4. 15 min — Writing Workshop: Edit the small-moment story: read it aloud pointing at each word, check for a capital at the start and a period or question mark at the end of every sentence, and circle three words to check on the word wall. Then begin copying the final version neatly onto clean paper.
5. 10 min — Phonics: Decode two-syllable words by finding the vowel teams. Read and clap: rainbow, sailboat, seaweed, mailbox, oatmeal, raincoat, pillow, follow, elbow, shadow, below, teapot. Your child draws a line between the syllables and circles each vowel team.

Materials: A Chair for My Mother by Vera B. Williams, Monday's story map, Transition word strip, Library books at your child's level, Writing folder, Clean paper, Pencil, Word wall, Index cards, Marker

Social Studies

Objective: Students will explain how a chosen community helper solves problems for people and create a thank-you card for a real helper (D2.Civ.2.K-2, D2.Civ.6.K-2).

1. 10 min — Review and Extend: Shuffle Tuesday's helper cards and have your child sort them again, this time by 'Where do they work?' (outside, in a building, on the road). Then ask, 'What problem does a garbage collector solve? What problem does a librarian solve?' Explain that some helpers work for the town (firefighters, garbage collectors, librarians) and the whole community pays for their work together through taxes.
2. 15 min — Project Work: Thank-You Card: Your child picks one helper they can actually reach this week (the mail carrier, a librarian, a crossing guard, a neighbor who is a nurse). Fold paper into a card, draw the helper at work on the front, and write inside: 'Thank you for ____. Our community needs you because ____.'
3. 5 min — Share Progress: Your child reads the card aloud and you plan together when to deliver it (in the mailbox for the carrier, at the library desk, at the corner). Deliver it this week if you can.

Materials: Tuesday's helper cards, paper, crayons or markers, envelope (optional)

Mathematics

Objective: Students will show that each digit in a three-digit number represents hundreds, tens, or ones (2.NBT.A.1).

1. 10 min — Warm-Up: Speed round with digit cards: flip three cards (for example 6, 1, 9), student reads the number and says what each digit is worth. Do 5 rounds.
2. 15 min — Review: Student builds 100 from 10 bundles (last week) and then 100 more to make 200, showing that 2 hundreds = 20 tens. Then student explains 348 with bags, bundles, and beans in their own words while you listen for 'hundreds', 'tens', and 'ones'.
3. 15 min — Weekly Assessment: On paper, student (1) draws quick pictures for 253, 470, and 806, (2) writes the value of the underlined digit in 6_1_4 (tens digit, 10), 3_9_2 (hundreds digit, 300), and 78_5_ (ones digit, 5), and (3) answers 'Is the 7 in 275 worth more or less than the 7 in 721? Explain.'
4. 5 min — Wrap-Up: Reflect: 'Which was easier, building with beans or drawing quick pictures?' Preview: 'Next week we will count by 5s, 10s, and 100s to move around these big numbers fast.'

Materials: index cards with digits 0 to 9, bundles of 10 craft sticks, 100-bean bags or paper flats, dried beans, paper, pencil

Assessment: Show that the digits in each place represent amounts of hundreds, tens, and ones

English Language Arts

Objective: Show understanding of story structure by mapping a story's beginning, middle, and end, and publish a small-moment narrative (RL.2.5, W.2.3).

1. 10 min — Reading Celebration: Bring out a jar and drop in a coin for every book read since Week 1, naming each title. Compare Toad's feelings last week with the girl's feelings when the jar filled up: 'Which character waited longer? Which one was happier at the end?'
2. 15 min — Reading Assessment: Your child draws and labels a three-box story map for Fireflies! or A Chair for My Mother from memory, writing one sentence under each box. Check that the middle names the problem and the end tells how it turned out.
3. 15 min — Publishing and Author's Chair: Finish the clean copy, add a title and a cover picture, and staple it into a book. Your child reads the finished small-moment story from the Author's Chair; listeners name the beginning, middle, and end they heard.
4. 10 min — Phonics Check: Dictate ten words and score them: boat, snow, road, grow, soap, yellow, float, window, rainbow, sailboat. Note any missed pattern to revisit Monday.
5. 15 min — Independent Reading: Fifteen quiet minutes with a self-chosen book. Afterward your child tells you where the middle of their book started.

Materials: A jar, Coins, Book list from Weeks 1 to 3, Paper folded into three boxes, Pencil, Crayons, Writing folder, Clean paper, Stapler, A special chair, Paper, Library books at your child's level

Assessment: Three-box story map with one sentence per part for a story read this week; published small-moment narrative with a beginning, at least two ordered middle events, and an ending; phonics check of 10 oa, ow, and two-syllable words.

Science

Objective: Students will conclude that heating and cooling change matter between solid and liquid and make frozen paint art to show it (2-PS1-4).

1. 10 min — Drawing Conclusions: Take out the ice cube tray from Wednesday. Ask, 'The water from Monday's ice is solid again. What did that?' Your child draws a circle diagram: an ice cube, an arrow labeled heat pointing to a puddle, and an arrow labeled cold pointing back to the ice cube.
2. 15 min — Art Connection: Frozen Paint: The night before, freeze water tinted with food coloring in an ice cube tray with a popsicle stick or toothpick in each cube. Today your child paints on thick paper with the colored ice cubes as they melt, watching the solid turn to liquid on the page. Talk about which colors melted fastest in warm hands.
3. 5 min — Week Reflection: Ask, 'Last week we sorted things by properties. This week we saw a property change. Can something be solid and liquid at different times?' Record the answer and one thing your child wants to test next week.

Materials: Wednesday's ice cube tray, colored ice cubes (prepared the night before), thick paper, tray, paper and pencil