Week 5 — Printable Lesson Packet

Mathematics

Objective: Students will read and write three-digit numbers in standard form and expanded form (2.NBT.A.3).

1. 10 min — Warm-Up: Count by 100s from 100 to 1000 with bags, laying out 10 bags in a row. Ask, 'How many hundreds is 1000? How many tens?' (10 hundreds, 100 tens). Write 1000 on an index card and notice it has four digits.
2. 15 min — Mini-Lesson: Build 437 with 4 bags, 3 bundles, 7 beans. Write 437 and then write it stretched out: 400 + 30 + 7. Call this expanded form. Repeat with 582 (500 + 80 + 2) and 903 (900 + 3, explain that we skip the 0 tens). Then give the expanded form 200 + 60 + 1 and have the student build it and write 261.
3. 15 min — Practice: Student writes expanded form for 146, 329, 570, 805, and 999, then writes standard form for 300 + 40 + 2, 700 + 9, 100 + 80, and 600 + 50 + 4. Build any that feel tricky with bags and bundles.
4. 5 min — Wrap-Up: Ask, 'Why is 400 + 30 + 7 the same as 437? What does the plus sign mean here?' Student explains that we are putting the pieces together.

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

English Language Arts

Objective: Use illustrations in Owl Moon to describe the setting and explain what the pictures tell us that the words do not (RL.2.7).

1. 15 min — Read-Aloud: Say: 'Last week we found the lesson in a story. This week we learn to read the pictures as carefully as the words.' Read Owl Moon by Jane Yolen, holding each page up long enough to look. On the page with the train whistle, ask, 'What do you see in the picture that the words never say?' (the size of the moon, the shadows, how bundled up the child is).
2. 10 min — Mini-Lesson: Make a two-column chart: Words tell me / Pictures tell me. Fill in for the first page: Words: it was late one winter night. Pictures: deep snow, a farmhouse, a long shadow, no wind in the trees. Teach: good readers put the two columns together to understand the story.
3. 15 min — Guided Reading: Your child goes back through Owl Moon as a picture hunt: find the hidden animals John Schoenherr tucked into the snow scenes (a raccoon, a fox, a mouse, deer). For each one ask, 'Does the text mention it? What does it tell us about the woods at night?'
4. 15 min — Writing Workshop: Introduce text-evidence responses. Ask, 'How does the child feel about going owling?' Model an answer with the frame 'I think ___. In the text it says ___. In the picture I see ___.' and write it on a chart. Your child copies the frame into the writing folder.
5. 10 min — Phonics: Introduce the prefix un-, which means not or the opposite of. Read and write: unhappy, untie, unlock, unfair, unpack, unkind, unsafe, undo, unable, unzip. Your child covers the prefix with a finger, reads the base word, then uncovers and reads the whole word.

Materials: Owl Moon by Jane Yolen, illustrated by John Schoenherr, Chart paper, Markers, Writing folder, Pencil, Index cards

Science

Objective: Students will test paper towels and other materials to decide which is best at absorbing a spill and explain the choice with data (2-PS1-2).

1. 5 min — Science Question of the Week: Ask, 'How do we pick the right material for a job?' Remind your child that in Week 2 the sponge absorbed and the foil did not. Say, 'This week you are the tester. A company wants to know which towel to sell.' Write the words test, fair and best for the job on an index card.
2. 20 min — Investigation: Which Towel Wins?: Cut equal squares (about the size of your hand) from a paper towel, a napkin, a tissue, a coffee filter and a piece of newspaper. Pour exactly 2 spoons of water on a plate, lay one square on it for 10 seconds, lift it, and have your child count the spoons of water left on the plate. Repeat for each material and record in a chart. Talk about what made the test fair (same size, same water, same time). Support: test only three materials. Stretch: test each material twice and see if the results match.
3. 5 min — Wrap-Up: Ask, 'Which material is best for a spill? What is your evidence?' Your child answers in the form 'The ____ is best because it left only ____ spoons of water.'

Materials: paper towel, napkin, tissue, coffee filter, newspaper, scissors, plate, spoon, cup of water, index card, paper and pencil

Mathematics

Objective: Students will read and write three-digit numbers in word form (2.NBT.A.3).

1. 10 min — Warm-Up: Make word cards: one, two ... nine, ten, twenty ... ninety, hundred. Say a two-digit number (64) and the student builds 'sixty-four' from the cards. Do 38, 90, and 17 (point out that teens have their own words).
2. 15 min — Mini-Lesson: Show 3 bags, 5 bundles, 2 beans. Say, 'three hundred fifty-two' slowly and lay out the cards: three, hundred, fifty, two. Write it: three hundred fifty-two. Repeat with 718 (seven hundred eighteen) and 640 (six hundred forty), then 205 (two hundred five, no 'and' in the middle).
3. 15 min — Practice: Student writes word form for 124, 460, 813, and 307, then reads these aloud and writes the digits: 'five hundred ninety-one', 'two hundred eight', 'nine hundred thirty'. Support: use the word cards to build each one before writing. Stretch: write a check to a pretend store for four hundred sixteen dollars in words and digits.
4. 5 min — Wrap-Up: Ask, 'What is the difference between two hundred eight and two hundred eighty?' Student writes both numbers.

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

English Language Arts

Objective: Use illustrations and words together to describe a character's feelings and answer questions with evidence (RL.2.7, RL.2.1).

1. 15 min — Read-Aloud: Reread the middle of Owl Moon, from entering the woods to the first owl call. Study the child's face and body on each page: 'Is the child cold? Tired? Scared? How can you tell from the picture, and is there a sentence that agrees?'
2. 10 min — Mini-Lesson: Add rows to the Words tell me / Pictures tell me chart for the child's feelings: Words: 'I had to run to keep up.' Pictures: the child trudging far behind, hands in pockets. Teach that when words and pictures agree, we can be sure of our answer.
3. 15 min — Independent Reading: Your child reads a picture book independently and marks one page with a sticky note where the picture told them something the words did not. Afterward they show you and explain.
4. 15 min — Writing Workshop: Your child writes their own response to 'How do you know it is very cold?' using the three-part frame. Push for one exact detail from the words (the cold, the scarf, the wool) and one from a picture (breath clouds, deep snow).
5. 10 min — Phonics: Introduce the prefix re-, meaning again or back. Read and write: redo, refill, reread, rewrite, retell, replay, return, rebuild, replant, reheat. Ask your child to act out two of them (rewrite your name, refill a cup).

Materials: Owl Moon by Jane Yolen, illustrated by John Schoenherr, Monday's chart, Markers, Library picture books, Sticky notes, Writing folder, Lined paper, Pencil, Index cards

Social Studies

Objective: Students will explain that all people have rights, that rights come with responsibilities, and give examples of both at home and in the community (D2.Civ.7.K-2, D2.Civ.8.K-2).

1. 10 min — Read-Aloud and Discussion: Read 'The Story of Ruby Bridges' by Robert Coles. Pause where Ruby walks past the crowd and ask, 'What right was Ruby using? Who was helping her keep that right?' At the end ask, 'Ruby had a right to go to school. What was her responsibility once she got there?' Define a right as something everyone is allowed to have or do, and a responsibility as something you should do for yourself and others.
2. 15 min — Hands-On Activity: Rights and Responsibilities Match: Write 5 rights on blue index cards (to learn, to be safe, to speak, to play, to be treated fairly) and 5 matching responsibilities on yellow cards (to listen and try, to follow safety rules, to let others speak, to share the space, to treat others fairly). Mix them up and have your child match each right to its responsibility. Then act out one pair together.
3. 5 min — Quick Write: Your child writes, 'I have the right to ____. My responsibility is to ____.' and draws Ruby or themselves at school.

Materials: 'The Story of Ruby Bridges' by Robert Coles (library), 10 index cards, marker, paper and pencil, crayons

Mathematics

Objective: Students will represent the same number in four ways: standard, expanded, word, and picture (2.NBT.A.3).

1. 10 min — Warm-Up: Matching game: on 12 index cards write 245, 400 + 50 + 2, two hundred forty-five, and quick pictures (squares, lines, dots) for 245, 452, 524, and their expanded and word forms. Shuffle and have the student match all three cards for each number.
2. 15 min — Mini-Lesson: Fold paper into four boxes labeled Standard, Expanded, Words, Picture. Fill in the four boxes together for 368: 368; 300 + 60 + 8; three hundred sixty-eight; 3 squares, 6 lines, 8 dots. Then do 750 and notice the empty ones box in the picture.
3. 15 min — Practice: Student makes four-box pages for 193, 526, 480, and 607. For the last one, you write only the word form 'nine hundred fourteen' and the student fills in the other three boxes.
4. 5 min — Wrap-Up: Ask, 'Which form is fastest to write? Which form best shows what the number is made of?'

Materials: index cards, marker, paper, pencil

English Language Arts

Objective: Compare how two illustrators show a snowy setting and a character's actions, and answer a question with picture evidence (RL.2.7).

1. 15 min — Read-Aloud: Read The Snowy Day by Ezra Jack Keats. Pause at the page where Peter makes tracks and ask what the picture shows him doing with his feet; pause again at the snowball in his pocket and ask what your child predicts.
2. 10 min — Mini-Lesson: Put Owl Moon and The Snowy Day side by side on snowy pages. Ask: 'How does each illustrator show cold? Which pictures are calm and which are playful? How do the colors help?' Record two differences on the chart.
3. 15 min — Guided Reading: Your child rereads The Snowy Day and answers three questions using only the pictures first, then the words: 'What did Peter do with the stick? What did the big boys do? What happened to the snowball?' Support: point to the page and ask 'What do you see?' before asking the question. Stretch: your child writes one question of their own that the pictures answer.
4. 15 min — Writing Workshop: Write a text-evidence response to 'What happened to the snowball, and how did Peter feel?' Your child uses the frame and includes the picture of Peter's sad face and the words about the empty pocket.
5. 10 min — Phonics: Introduce the prefix pre-, meaning before. Read and write: preheat, preschool, pretest, preview, prepay, pregame, precook, preset, prewash, prefix. Discuss: 'If you preheat the oven, when do you turn it on?'

Materials: The Snowy Day by Ezra Jack Keats, Owl Moon by Jane Yolen, illustrated by John Schoenherr, Monday's chart, Markers, Paper, Pencil, Writing folder, Lined paper, Index cards

Science

Objective: Students will test materials for a different purpose, keeping rain out, and compare which material best fits that job (2-PS1-2).

1. 5 min — Review: Ask, 'Monday's winner soaked up water. Would that be a good material for an umbrella?' Guide your child to see that the best material depends on the job. Today's job: keep a paper person dry.
2. 20 min — Deeper Investigation: Build a Tiny Umbrella: Draw a small person on four index cards. Cover each with a different 'umbrella': a square of wax paper, foil, a plastic bag, and a paper towel, held over the card by a cup. Your child sprinkles 10 drops of water on each umbrella, then lifts it and checks whether the paper person is dry, damp or wet. Record results and rank the materials from best to worst for an umbrella.
3. 5 min — Data Discussion: Make a two-row chart: Best for a Spill and Best for an Umbrella. Ask, 'Why is the paper towel at the top of one row and the bottom of the other?' and write the answer as 'Different jobs need different properties.'

Materials: 4 index cards, wax paper, foil, plastic bag, paper towel, 4 cups, spoon or dropper, water, Monday's chart, paper and pencil

Mathematics

Objective: Students will read and write numbers to 1000 in real-world contexts (2.NBT.A.3).

1. 10 min — Warm-Up: Number hunt: find three-digit numbers around the house (a page number in a thick book, a house number, a price tag, a cereal box weight). Student reads each aloud and writes it.
2. 15 min — Mini-Lesson: Pretend the student is a mail carrier. Write addresses on envelopes in different forms: '400 + 10 + 2 Maple Street', 'seven hundred sixty Oak Lane', and a quick picture for 235 Pine Road. Student reads each address and writes the standard-form number on the envelope.
3. 15 min — Practice: Student solves: 'A book has three hundred twelve pages. Write the number.' (312) 'A jar holds 500 + 40 + 6 marbles. Write it in words.' 'Draw a quick picture of 820 and write it in words.' 'Which is the page you would reach first, page 279 or page two hundred ninety-seven?' Student explains the last answer.
4. 5 min — Wrap-Up: Student writes the number of beans in 9 bags, 9 bundles, and 9 beans (999) and says what number comes next if we add one more bean.

Materials: paper, pencil, household items with numbers, envelopes or paper, marker

English Language Arts

Objective: Use illustrations to figure out unfamiliar words and phrases and support an answer with two pieces of evidence (RL.2.7, L.2.4a).

1. 15 min — Shared Reading: Read the owl pages of Owl Moon together in soft voices. Stop at phrases like 'the trees stood still as giant statues' and 'Pa made a long shadow' and ask your child to find the part of the picture that shows what the words mean.
2. 10 min — Mini-Lesson: Teach: when a word or phrase is tricky, look at the picture for a clue. Model with 'pumping' (the owl's wings in the picture) and 'clearing' (the open space with no trees). Add both words and a quick sketch to the word wall.
3. 15 min — Guided Reading: Your child reads a just-right book and finds one word they did not know at first. They tell you how the picture helped, or, if it did not, how they used the sentence around it.
4. 15 min — Writing Workshop: Write the strongest response of the week: 'Why do you have to be quiet when you go owling?' Require two pieces of evidence, one from the words (Pa's rule, 'you have to be quiet') and one from a picture (the child's closed mouth, the still woods). Then edit for capitals, periods, and the word 'because.'
5. 10 min — Phonics: Mixed prefix sort. Cards: unpack, reread, preheat, unkind, retell, preschool, unlock, rebuild, preview, undo, replay, pretest. Your child sorts by prefix, then tells the meaning of four words using not, again, or before.

Materials: Owl Moon by Jane Yolen, illustrated by John Schoenherr, Word wall, Markers, Library books at your child's level, Sticky notes, Writing folder, Lined paper, Pencil, Index cards

Social Studies

Objective: Students will create a family rights and responsibilities chart and connect responsibilities to fairness for everyone in the home (D2.Civ.7.K-2, D2.Civ.8.K-2).

1. 10 min — Review and Extend: Play Tuesday's matching game again in under 3 minutes. Then ask, 'Does a grown-up have responsibilities too? What are mine?' List two adult responsibilities (make dinner, drive safely) and two child responsibilities (put toys away, be honest) and notice that everyone in the family has both rights and jobs.
2. 15 min — Project Work: Family Rights and Responsibilities Chart: On a large sheet, make two columns: In Our Home Everyone Has the Right To... and In Our Home Everyone Is Responsible For.... Your child writes or draws three items in each column (right to be listened to, right to feel safe, right to rest; responsible for kind words, cleaning up, telling the truth). Each family member signs the bottom.
3. 5 min — Share Progress: Your child reads the chart to the family and asks each person which responsibility they will work on this week. Post it on the refrigerator next to the Week 2 law poster.

Materials: Tuesday's index cards, large paper, markers

Mathematics

Objective: Students will read, write, and represent numbers to 1000 in standard, expanded, and word form (2.NBT.A.3).

1. 10 min — Warm-Up: Flash digit cards 3, 0, 8 and ask the student to say 308 in words, then 380, then 803. Repeat with cards 5, 1, 6.
2. 15 min — Review: Student builds 999 with 9 bags, 9 bundles, 9 beans, then adds one bean and does every trade needed to reach 1000 (10 beans to a bundle, 10 bundles to a bag, 10 bags to a thousand), saying what happens at each step. Then writes 1000 and reads it aloud.
3. 15 min — Weekly Assessment: On paper, student (1) writes 472 and 905 in expanded form and word form, (2) writes standard form for 800 + 30 + 1 and for 'six hundred fifty', (3) draws a quick picture for 219, and (4) writes the number that is 10 more than 490 and explains how the digits changed.
4. 5 min — Wrap-Up: Reflect: 'Which form was hardest, words or expanded?' Preview: 'Next week we compare numbers to find which is bigger, using everything we know about hundreds, tens, and ones.'

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

Assessment: Read, write, and represent numbers to 1000 in multiple forms

English Language Arts

Objective: Answer questions about a story using both text and illustration evidence, and read words with un-, re-, and pre- accurately (RL.2.7, RF.2.3d).

1. 10 min — Reading Celebration: Turn the lights low, wrap up in blankets, and take turns calling 'Whoo-whoo-who-who' like Pa. Compare with last week: 'Chrysanthemum's story was mostly told in words about feelings. Owl Moon told a lot with pictures. Which way do you like better and why?'
2. 15 min — Reading Assessment: Open Owl Moon to the page where the owl lands. Your child answers in writing: 'How do the child and Pa feel when they finally see the owl? Give one clue from the words and one from the picture.'
3. 15 min — Publishing and Author's Chair: Your child picks the best text-evidence response of the week, copies it neatly, and adds a small drawing of the evidence picture. From the Author's Chair they read it aloud and listeners say which piece of evidence was most convincing.
4. 10 min — Phonics Check: Dictate ten words and score them: unlock, reread, preheat, unfair, retell, preschool, unzip, rebuild, preview, unkind. Ask your child to tell the meaning of two.
5. 15 min — Independent Reading: Fifteen quiet minutes with a self-chosen picture book. Afterward your child shows you one picture that helped them understand the story.

Materials: Blankets, Owl Moon by Jane Yolen, illustrated by John Schoenherr, Paper, Pencil, Writing folder, Clean paper, Crayons, A special chair, Library picture books

Assessment: Written response with one text clue and one picture clue about the characters' feelings; published text-evidence response using the three-part frame; phonics check of 10 words with un-, re-, and pre-.

Science

Objective: Students will conclude that materials are chosen for their properties and design a container that keeps a cracker dry and unbroken (2-PS1-2, K-2-ETS1-2).

1. 10 min — Drawing Conclusions: Review both charts and ask your child to complete three sentences: 'For a spill I would choose ____ because ____. For an umbrella I would choose ____ because ____. The property that mattered most was ____.'
2. 15 min — Extension: Cracker Keeper Challenge: Challenge: wrap one cracker so that it stays dry and does not break when 10 drops of water fall on it and a book is set gently on top. Your child picks from foil, wax paper, a plastic bag, a paper towel and a small box, draws the plan, builds it, and tests it. Ask which material did which job (kept water out, kept it from breaking).
3. 5 min — Week Reflection: Ask, 'Last week you learned some changes cannot be undone. This week you learned to pick a material for a job. If your cracker got wet, what would you change next time?' Write the answer under the plan drawing.

Materials: Monday's and Wednesday's charts, crackers, foil, wax paper, plastic bag, paper towel, small box, water, spoon or dropper, a book, paper and pencil