Quarter 2 · Detailed day-by-day lesson plans · Days 56–60
0 of 15 lessons done this week
Week 12 reviews place value, skip counting, and operations within 1000. Readers describe connections within a text, and writers revise, edit, and publish informational pieces.
Celebrate the published writing piece with a family read-aloud night.
Mixed-review pages, published writing, family audience
Unit 2 Review: Place Value & Operations
Addition & Subtraction Within 100 · 2.NBT.B.5
Assessment: Mixed assessment: skip-counting, comparing, adding and subtracting within 1000
Describing Connections in a Text
Phonics: Reading with purpose and understanding
Writing: Revise and edit informational pieces; publish
Plants, Animals & Habitats
2-LS2-1, 2-LS2-2, 2-LS4-1, K-2-ETS1-2
Students review place value and skip-counting by 5s, 10s, and 100s from any number to prepare for the unit assessment (2.NBT.A.1, 2.NBT.A.2, 2.NBT.A.3).
3 quick questions from earlier weeks · about 3 minutes
Warm-Up
Spiral from Week 11: your child reads their fridge index card explanation aloud, then solves 46 + 38 that way (84). Then skip-count by 5s from 35 to 100 while touching each number on the hundreds chart.
Mini-Lesson
Write 627. Your child builds it with straw bundles (6 hundreds, 2 tens, 7 ones), writes it in expanded form (600 + 20 + 7), and in words (six hundred twenty-seven). Then skip-count by 10s from 627 to 727 and by 100s from 627 to 927, writing each number and circling the digit that changes.
Practice
Your child completes three tasks: (1) draw 408 and 480 in base-ten pictures and explain the difference; (2) fill in the blanks 215, 220, ___, 230, ___, ___ and 340, 350, ___, ___, 380 and 150, 250, ___, ___, 550; (3) write 5 hundreds 13 tens 4 ones as a standard number (634).
Wrap-Up
Ask, 'Why is 5 hundreds 13 tens 4 ones the same as 634?' Have your child show the 10 tens regrouping to a hundred with straws.
Students describe the connection between a series of scientific ideas in a text (cause and effect) and revise the All About book for clear order (RI.2.3, W.2.2, W.2.8).
3 quick questions from earlier weeks · about 3 minutes
Read-Aloud
Say, 'Last week you saw how pictures and words connect. This week we look at how ideas connect: one thing causes another.' Read the first half of 'Where Do Polar Bears Live?' by Sarah L. Thomson from the Let's-Read-and-Find-Out Science series, through the pages about hunting seals on the ice. Each time you read a 'because' or 'so,' stop and say the two connected ideas out loud.
Mini-Lesson
Draw a chain of three links on chart paper and label it 'Ideas that connect.' Fill it from the book: thick fur and fat keep the bear warm, so the bear can live on the ice, so the bear can hunt seals there. Explain that nonfiction authors link ideas with words like because, so, then, and as a result.
Guided Reading
Reread the pages about the bear's body. Your child finds two more cause-and-effect pairs and writes each as a chain on an index card ('Wide paws' arrow 'walks on snow without sinking'). Read each card back as a full sentence using 'so' or 'because.'
Writing Workshop
Begin revising the All About book. Your child reads all three sections aloud and decides on the best order (most books start with what the plant or animal looks like or where it lives). Number the pages, then add one connecting sentence between two sections using 'because' or 'so' ('Bees visit flowers because they need nectar.').
Word Study
Reading with purpose starts with knowing the words. Preview and read these words from the polar bear book, discussing meaning: Arctic, seal, blubber, glacier, cub, den, ice, melt, hunt, tundra. Have your child use three of them in one sentence about a polar bear.
Students review what plants need by comparing two seedlings grown under different conditions and restate evidence-based claims from the unit (2-LS2-1).
Science Question of the Week
Say, 'This week we look back at everything we learned about plants, animals, and habitats. Our question: What can we prove about how living things get what they need?' Reread the four questions of the week from the notebook (Weeks 7 to 11).
Investigation: Seedling Check-Up
Bring out the Week 7 soil cups (or start two fresh cups with bean sprouts from a bag, one watered and one not, if the old cups are gone). Measure each plant's height in centimeters, count the leaves, and describe the color. Read 'The Tiny Seed' by Eric Carle and pause at each danger the seed faces; ask which need was missing each time (too cold, no soil, no water, eaten).
Wrap-Up
Your child writes the unit's first claim: 'Plants need water and light. My evidence is ______.'
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 natural resource is something from nature that people use. Water, trees, soil, air and sunlight are natural resources. Rocks are too.
People need water to drink, cook and wash. Farmers use water to grow crops.
Trees give us wood. People use wood to build houses and make furniture. Wood is also used to make paper. So the paper in your notebook began as a tree!
Soil helps plants grow. Farmers plant seeds in soil. The seeds grow into food, like corn, beans and wheat. Wheat is made into flour, and flour is made into bread.
We need to take care of natural resources so they last. We can turn off the water while we brush our teeth. We can recycle paper. We can plant new trees.
Look around your home. What came from a natural resource?
Math
Second Grade · Week 12 · Friday · secondgrade.com
Math
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 13. Keep the daily Remember? boxes going. |
| About half right | Check the Unit 2 test together. Reteach any section where your child missed more than half, using blocks or quick drawings, then redo those items. |
| Only a few right | Do the catch-up activity "Build, Trade, Check" for 10 minutes a day. Review the Unit 2 test together and reteach one section a day while Week 13 begins. |
ELA
A beaver cuts down small trees with its sharp teeth. It uses the sticks and mud to build a dam across a stream. The dam blocks the water, so a pond forms behind it. The pond gives the beaver a safe place to build its home.
Second Grade · Week 12 · Friday · secondgrade.com
ELA
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 13. Keep the daily Remember? boxes going. |
| About half right | Check the Unit 2 test together and reteach any section with more than half missed. Use this week's passage to find 2 "because" or "so" connections. |
| Only a few right | Reread the Unit 2 test passages together and talk about how the ideas connect. Reteach one section a day while Week 13 begins; don't hold the whole program back. |
Science
Second Grade · Week 12 · Friday · secondgrade.com
Science
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 13. Keep the daily Remember? boxes going. |
| About half right | Review the unit vocabulary cards and the science journal. Check the Unit 2 test and redo any section where more than half was missed. |
| Only a few right | Walk through the Unit 2 science journal together, retelling each week. Reteach one test section a day while Week 13 begins. |
Second Grade · Week 12 · Friday · secondgrade.com
Social Studies
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 13. Keep the daily Remember? boxes going. |
| About half right | Review the unit vocabulary (urban, suburban, rural, natural resource) with picture cards, and redo any Unit 2 test section with more than half missed. |
| Only a few right | Reread "Natural Resources All Around Us" together and retell the unit using the vocabulary cards. Reteach one test section a day while Week 13 begins. |
Health · Food, Water and Energy · All Specials
Health · Week 12
I can choose water when I am thirsty.
| Mon | Tue | Wed | Thu | Fri |
|---|---|---|---|---|
You need: a cup, fruit or vegetables to wash (with a grown-up)
Second Grade · Week 12 · secondgrade.com
Math
Showing what I learned about big numbers
ELA
How ideas connect, and making my writing better
Science
Plants and animals need each other to live
Try it (10 min): Write two three-digit numbers on paper. Your child tells which is bigger, then adds them with a drawing. Check by subtracting.
Talk about it: How did subtracting help you check your answer?
Try it (10 min): Listen to your child read the All About book. Together, find one sentence that uses because or so.
Talk about it: What would you add to make the book even clearer?
Try it (10 min): Go outside or look out a window. Find one plant and one animal that need each other, like a bird and a tree.
Talk about it: What does the animal get from the plant? What might the plant get from the animal?
Try it (10 min): Look at your neighborhood map together. Walk to one place on it and check that the map is right.
Talk about it: What would you add to the map next time?
We did blank of 4 activities.
Second Grade · Week 12 · secondgrade.com
