Week 4 — Printable Lesson Packet

Mathematics

Objective: Students will skip-count by 5s and 10s within 1000 and describe the pattern in the ones digit (2.NBT.A.2).

1. 10 min — Warm-Up: Show 3 bags, 4 bundles, 5 beans from last week (345). Then add one bundle at a time and count aloud: 355, 365, 375, 385, 395. Ask, 'What changes each time? What stays the same?'
2. 15 min — Mini-Lesson: On the hundreds chart, color every number you land on counting by 5s from 5 to 100. Ask what the ones digits do (5, 0, 5, 0). Then use a different color to circle counting by 10s from 10 to 100 and notice that every 10 is also a 5. Count by 5s aloud from 100 to 150 without the chart.
3. 15 min — Practice: Student writes the next 6 numbers for each start: by 5s from 35 (40, 45, 50, 55, 60, 65), by 5s from 210, by 10s from 60, by 10s from 430. Then uses nickels to count by 5s to 50 cents and dimes to count by 10s to 100 cents.
4. 5 min — Wrap-Up: Ask, 'If you count by 5s, will you ever say 43? Will you ever say 195? How do you know without counting?'

Materials: 100-bean bags or paper flats, bundles of 10 craft sticks, dried beans, printed hundreds chart, two crayons, paper, pencil, 10 nickels, 10 dimes

English Language Arts

Objective: Retell Chrysanthemum using a five-finger retell and begin to think about the central message (RL.2.2).

1. 15 min — Read-Aloud: Say: 'Last week we mapped beginnings, middles, and ends. This week we ask what a story is really about.' Read Chrysanthemum by Kevin Henkes. Stop when Chrysanthemum wilts after the first day of school and ask what happened to make her feel that way.
2. 10 min — Mini-Lesson: Trace your child's hand and label the fingers: characters, setting, beginning, middle, end, with 'lesson' on the palm. Fill in the fingers together for Chrysanthemum (Chrysanthemum, her parents, Victoria, Mrs. Twinkle; home and school). Leave the palm blank and say we will earn it by the end of the week.
3. 15 min — Guided Reading: Your child rereads the first half of Chrysanthemum (or a just-right book) and retells it to you across the five fingers. Prompt with 'Who? Where? What happened first?' as needed.
4. 15 min — Writing Workshop: Introduce opinion writing: an opinion is what you think, and a reason tells why. Sort cards together: 'Dogs are the best pets' (opinion), 'Dogs have four legs' (fact), 'Winter is the best season' (opinion), 'Snow is cold' (fact). Announce this week's piece: 'Chrysanthemum is a perfect name' or 'Chrysanthemum is not a perfect name.'
5. 10 min — Phonics: Review silent e with a_e and i_e. Read and write: cake, made, plane, gate, shape, bike, ride, smile, kite, white. Show the magic: cap to cape, kit to kite, and have your child do the same with mad and pin.

Materials: Chrysanthemum by Kevin Henkes, Paper, Pencil, Markers, Library books at your child's level, Hand-trace retell sheet, Index cards with four sentences, Writing folder, Index cards, Whiteboard or paper

Science

Objective: Students will sort changes to matter into those that can be reversed and those that cannot (2-PS1-4).

1. 5 min — Science Question of the Week: Ask, 'Can every change be undone?' Remind your child that last week ice melted and froze again. Then hold up a piece of toast next to a slice of bread and ask, 'Can I turn this toast back into bread?' Write the words reversible and irreversible on an index card.
2. 20 min — Investigation: Can We Undo It?: Set up five stations: (1) melt an ice cube in a bowl, (2) crumple a sheet of paper, (3) cut a sheet of paper in half, (4) stir a spoon of sugar into warm water, (5) mash a banana slice. For each, your child makes the change, then tries to undo it, and records 'reversible' or 'irreversible' with a reason in a chart. Support: do stations 1, 2 and 3 only. Stretch: predict before testing and mark each prediction right or wrong.
3. 5 min — Wrap-Up: Ask, 'Which changes could go back? Which changes made something brand new?' Have your child explain why the crumpled paper is reversible even though it looks different (it is still paper) but the cut paper is not.

Materials: ice cube, bowl, 2 sheets of paper, scissors, sugar, warm water, spoon, banana slice, toast and bread slice, index card, paper and pencil

Mathematics

Objective: Students will skip-count by 10s and 100s from any three-digit starting number using manipulatives (2.NBT.A.2).

1. 10 min — Warm-Up: Clap and count: clap once per number counting by 10s from 120 to 220, then by 5s from 300 to 350. Switch roles so the student leads and you follow.
2. 15 min — Mini-Lesson: Build 216 with 2 bags, 1 bundle, 6 beans. Add a bundle and say 226; keep adding bundles: 236, 246. Now add a bag instead: 346, 446, 546. Ask, 'Which digit changes when we add a bundle? Which changes when we add a bag?' Write both count sequences side by side.
3. 15 min — Practice: Student builds 173 and counts on by 10s five times (183, 193, 203, 213, 223), pausing at 193 to 203 to trade 10 bundles for a bag. Then starts at 173 again and counts by 100s to 873. Records both lists. Support: count by 10s only from 173 to 203 with the trade done together. Stretch: count backward by 10s from 223 to 173.
4. 5 min — Wrap-Up: Ask, 'What happened when we went from 193 to 203? Why did the hundreds digit change?' Student explains the trade.

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

English Language Arts

Objective: Determine the central message of Chrysanthemum and support it with details from the story (RL.2.2, RL.2.1).

1. 15 min — Read-Aloud: Reread the second half of Chrysanthemum, starting with music class. Ask: 'What changes when Mrs. Twinkle says her own name is Delphinium? Why does everyone suddenly want a flower name?'
2. 10 min — Mini-Lesson: Teach: the central message is the lesson the author wants readers to carry away, and it is usually something the main character learns. Brainstorm two or three possibilities (unkind words hurt; what makes you different is special; be yourself) and pick one to write on the palm of the hand sheet, with two story details that prove it.
3. 15 min — Independent Reading: Your child reads independently, then finishes the sentence 'I think the lesson in my book is ___ because ___.' out loud to you.
4. 15 min — Writing Workshop: Your child chooses a side and writes the opinion sentence at the top of the page: 'I think Chrysanthemum is a perfect name.' Then list two reasons underneath as short phrases (it is long and pretty like a flower; it made her feel special at home). Reasons may come from the book or from your child's own thinking.
5. 10 min — Phonics: Silent e with o_e, u_e, and e_e. Read and write: hope, note, stone, bone, cute, tube, mule, flute, these, Pete. Your child sorts all silent e words from this week by vowel and reads each group.

Materials: Chrysanthemum by Kevin Henkes, Hand-trace retell sheet, Pencil, Library books at your child's level, Writing folder, Lined paper, Index cards, Marker

Social Studies

Objective: Students will describe what a good citizen does at home, at school and in the community and identify ways to help others (D2.Civ.7.K-2).

1. 10 min — Read-Aloud and Discussion: Read 'Miss Rumphius' by Barbara Cooney. Stop when her grandfather says she must do something to make the world more beautiful and ask, 'What do you think she will do?' At the end ask, 'How did planting lupines help people she never met? Was that a big job or a small job?' Introduce the word citizen: a member of a community who helps take care of it.
2. 15 min — Hands-On Activity: Good Citizen Sort: Write 10 actions on slips of paper: picks up litter, cuts in line, shares a toy, helps carry groceries, leaves a mess at the park, says thank you, tells the truth, breaks a rule to win a game, waits for a turn, waters a neighbor's plant. Your child sorts them under Good Citizen and Not Yet, then rewrites two of the Not Yet slips to make them good-citizen actions.
3. 5 min — Quick Write: Your child writes and draws: 'A good citizen ____. I can ____ to make my community more beautiful.' Keep the sentence for Thursday.

Materials: 'Miss Rumphius' by Barbara Cooney (library), 10 paper slips, marker, paper and pencil, crayons

Mathematics

Objective: Students will find and describe skip-counting patterns on a number chart and fill in missing numbers (2.NBT.A.2).

1. 10 min — Warm-Up: Cover 8 numbers on the hundreds chart with beans (for example 15, 30, 45, 60, 75, 90, 25, 70). Student counts by 5s aloud and names each hidden number, then lifts the bean to check.
2. 15 min — Mini-Lesson: Point to 23 on the hundreds chart and slide straight down the column: 33, 43, 53. Ask, 'Why does going down one row add 10?' Then make a chart strip for 200 to 300 by writing 200, 210, 220 ... 300 on a paper strip and show the same column pattern works for 223, 233, 243.
3. 15 min — Practice: Fill-in-the-blanks: 'Fill in the missing numbers: 5, 10, __, 20, __, 30; 140, 150, __, __, 180; 300, 400, __, 600, __; 485, 490, __, 500, __; 620, 630, __, 650, __.' Student writes answers and labels each row 'by 5s', 'by 10s', or 'by 100s'.
4. 5 min — Wrap-Up: Ask, 'On the hundreds chart, if I am on 47 and go down two rows, where am I?' (67). 'Down three rows from 12?' (42).

Materials: printed hundreds chart, dried beans, paper strip, marker, paper, pencil

English Language Arts

Objective: Retell a second story by the same author and compare the central messages of the two books (RL.2.2, RL.2.9).

1. 15 min — Read-Aloud: Read Lilly's Purple Plastic Purse by Kevin Henkes. Stop after Lilly draws the mean picture of Mr. Slinger and ask, 'Was that a good choice? What might happen?' Finish and ask what Lilly did to make it right.
2. 10 min — Mini-Lesson: Do a quick five-finger retell of Lilly's story together, then write its central message on a second hand sheet (think before you act; you can fix a mistake). Compare: 'Both books are by Kevin Henkes and both are about school. How are the lessons different?'
3. 15 min — Guided Reading: Your child reads a short story from Frog and Toad Are Friends and retells it, then names a lesson a reader could learn. Support: offer two possible lessons and let your child choose and explain. Stretch: your child writes the lesson and one proof sentence from the text.
4. 15 min — Writing Workshop: Turn the two reasons into full sentences that start with a linking word: 'One reason is...' and 'Another reason is...' Teach that 'because' glues an opinion to its reason and have your child use it at least once.
5. 10 min — Phonics: Introduce r-controlled ar and or: the r changes the vowel sound. Read and write: car, star, farm, park, shark, yard, corn, fork, storm, short, porch, north. Then dictate the sentence 'The shark swam north in the storm.' and check each ar and or spelling.

Materials: Lilly's Purple Plastic Purse by Kevin Henkes, Second hand-trace retell sheet, Pencil, Frog and Toad Are Friends by Arnold Lobel, Paper, Writing folder, Lined paper, Index cards, Marker, Whiteboard or paper

Science

Objective: Students will observe changes caused by mixing and cooking and provide evidence that these changes cannot be reversed (2-PS1-4).

1. 5 min — Review: Read Monday's chart aloud. Ask, 'What is the clue that a change is irreversible?' (something new is made, and you cannot get the old thing back). Predict together whether cooking is reversible.
2. 20 min — Deeper Investigation: Mixing and Cooking: Part 1: Your child puts 2 spoons of baking soda in a cup, adds a spoon of vinegar, and watches the fizz. Ask, 'Can we get the baking soda back?' Part 2 (adult cooks): crack one egg raw into a bowl and let your child observe its color and how it flows, then scramble it in a pan. Compare raw and cooked and ask, 'Can heat undo this like it undid the ice?' Record both in the chart as irreversible with a drawing of before and after.
3. 5 min — Data Discussion: Count how many changes this week were reversible and how many were irreversible. Ask, 'Heat melted the ice and heat cooked the egg. Why was one reversible and one not?' Accept 'the egg became something new' as a strong answer.

Materials: Monday's chart, baking soda, vinegar, cup, spoon, 1 egg, bowl, pan and stove (adult only), paper and pencil

Mathematics

Objective: Students will use skip-counting to count real collections and solve problems efficiently (2.NBT.A.2).

1. 10 min — Warm-Up: Dump 60 dried beans on the table. Time the student counting them by 1s, then arrange them in rows of 5 and count by 5s. Ask which way was faster and why.
2. 15 min — Mini-Lesson: Pose: 'A bookshelf holds 10 books per shelf. There are 7 shelves. How many books?' Count by 10s with bundles: 70. Then: 'Each of 5 gloves has 5 fingers; how many fingers?' Count by 5s: 25. Then: 'A truck carries 100 bricks per trip and makes 6 trips.' Count by 100s: 600.
3. 15 min — Practice: Student solves and shows the count: 'How many toes on 8 people?' (count by 10s, 80), 'How many cents in 9 nickels?' (45), 'How many minutes in 6 groups of 5 minutes on the clock?' (30), 'How many beans in 4 hundred-bags and 3 bundles?' (430). Student writes the count sequence under each answer.
4. 5 min — Wrap-Up: Ask, 'When is counting by 5s a good idea? When is counting by 100s a good idea?' Student gives one example of each.

Materials: 60 dried beans, timer, bundles of 10 craft sticks, 100-bean bags or paper flats, paper, marker, pencil, 9 nickels

English Language Arts

Objective: Retell Chrysanthemum in order with transition words and state its central message in one sentence (RL.2.2).

1. 15 min — Shared Reading: Read the pages of Chrysanthemum where her parents comfort her each night, taking turns by page. Ask: 'Her parents keep telling her the same thing. What is it, and does it work right away?'
2. 10 min — Mini-Lesson: Model a full retell of Chrysanthemum in six sentences with first, then, next, after that, finally, and end with 'The lesson is...' Your child retells it back using the hand sheet, and you count the transition words together.
3. 15 min — Guided Reading: Your child reads a new just-right book and gives you a retell ending with a lesson sentence. Listen for the events in order and one detail that supports the lesson.
4. 15 min — Writing Workshop: Add a closing sentence that restates the opinion in new words: 'That is why I think Chrysanthemum is a perfect name.' Then edit: every sentence starts with a capital, ends with a period, and the word 'because' is spelled from the word wall.
5. 10 min — Phonics: Introduce er, ir, and ur, which all say the same sound. Read and write: her, fern, bird, girl, shirt, first, dirt, fur, turn, hurt, burn, nurse. Sort by spelling and dictate the sentence 'The girl in the shirt turned first.'

Materials: Chrysanthemum by Kevin Henkes, Hand-trace retell sheet, Transition word strip, Library books at your child's level, Writing folder, Pencil, Word wall, Index cards, Marker, Whiteboard or paper

Social Studies

Objective: Students will plan and carry out one act of good citizenship at home or in the neighborhood and reflect on how it helped others (D2.Civ.7.K-2).

1. 10 min — Review and Extend: Reread Tuesday's sentence. Ask, 'Miss Rumphius chose something she could actually do. What is something you can actually do this week?' Brainstorm four ideas on paper (pick up litter on the block, make a card for a neighbor, sort the recycling, plant seeds in a cup for a windowsill) and circle one.
2. 15 min — Project Work: Citizen Action Plan: Your child fills in a three-box plan: What I Will Do, Who It Helps, What I Need. Then start the action right now if possible (fill a bag with litter from the sidewalk with gloves, or plant bean seeds in a cup and label it 'for our windowsill'). Take a photo or draw a picture of the action for a Week 6 review.
3. 5 min — Share Progress: Your child tells a family member what they did and answers: 'How did it feel? Who noticed?' Add one sentence to the plan: 'Being a good citizen felt ____.'

Materials: Tuesday's Quick Write, paper and pencil, gloves and bag or cup, soil and bean seeds, camera (optional)

Mathematics

Objective: Students will skip-count by 5s, 10s, and 100s from any starting number and identify patterns on the number chart (2.NBT.A.2).

1. 10 min — Warm-Up: Around-the-room counting: alternate saying numbers counting by 5s from 275 to 325, then by 10s from 560 to 660, then by 100s from 150 to 950.
2. 15 min — Review: Student uses bags, bundles, and beans to show why counting by 10s from 380 goes 390, 400, 410 (trading 10 bundles for a bag at 400). Then colors a fresh hundreds chart by 5s and describes the two columns that appear.
3. 15 min — Weekly Assessment: On paper, student (1) writes the next 5 numbers counting by 5s from 115, by 10s from 267, and by 100s from 340, (2) fills in missing numbers: 45, __, 55, __, 65 and 590, 600, __, __, 630, and (3) explains in one sentence what pattern the ones digits make when counting by 10s.
4. 5 min — Wrap-Up: Reflect: 'Which count was hardest, crossing 100 or crossing 1000?' Preview: 'Next week we will read and write numbers all the way to 1000 in words and in pieces.'

Materials: 100-bean bags or paper flats, bundles of 10 craft sticks, printed hundreds chart, crayon, paper, pencil

Assessment: Skip count from any starting number; identify patterns on the number chart

English Language Arts

Objective: Retell a story and state its central message with support, publish an opinion piece, and read silent e and r-controlled words accurately (RL.2.2, W.2.1, RF.2.3a).

1. 10 min — Reading Celebration: Flower-name party: each family member picks a flower name for the day and says why. Look back at last week's chair story: 'What was the lesson in A Chair for My Mother? Is it like any lesson from this week?'
2. 15 min — Reading Assessment: Your child retells Chrysanthemum or Lilly's Purple Plastic Purse aloud in order, then writes the lesson in one sentence with one detail from the book that proves it.
3. 15 min — Publishing and Author's Chair: Copy the opinion piece neatly with a title and a drawing of Chrysanthemum. From the Author's Chair, your child reads it; listeners say whether they agree and give one reason of their own.
4. 10 min — Phonics Check: Dictate ten words and score them: plane, smile, stone, flute, farm, storm, girl, turn, shark, first. Reteach any pattern missed during Monday's phonics.
5. 15 min — Independent Reading: Fifteen quiet minutes with a self-chosen book. Afterward your child tells you one lesson a character learned.

Materials: Paper, Crayons, Pencil, Chrysanthemum by Kevin Henkes, Lilly's Purple Plastic Purse by Kevin Henkes, Writing folder, Clean paper, A special chair, Library books at your child's level

Assessment: Oral retell in order plus a written central message with one supporting detail; published opinion piece with an opinion, two reasons using 'because,' and a closing; phonics check of 10 silent e and r-controlled words.

Science

Objective: Students will conclude that some changes caused by heating, cooling or mixing can be reversed and others cannot, and make no-bake play dough to see a change they cause on purpose (2-PS1-4).

1. 10 min — Drawing Conclusions: Make a two-column poster titled Reversible and Irreversible. Your child draws or writes every change from this week (ice, crumpled paper, cut paper, sugar water, banana, fizz, egg) in the correct column. Ask, 'What rule could you tell a friend for deciding which column a change belongs in?'
2. 15 min — Extension: No-Bake Play Dough: Mix 1 cup flour, a half cup salt, a half cup water and a few drops of food coloring in a bowl. Your child kneads it and asks the week's question: 'Can I get the flour and salt back?' Then shape it, squash it and reshape it, and ask, 'Is squashing reversible?' Store in a bag for Week 6.
3. 5 min — Week Reflection: Ask, 'Last week heat melted things. This week we found changes heat cannot undo. Which change surprised you most?' Write the answer on the back of the poster.

Materials: large paper, crayons or markers, flour, salt, water, food coloring, bowl, zip bag