Students complete a mixed Unit 2 assessment covering skip-counting, comparing, and adding and subtracting within 1000 (2.NBT.A.2, 2.NBT.A.4, 2.NBT.B.5, 2.NBT.B.7, 2.NBT.B.8).
3 quick questions from earlier weeks · about 3 minutes
Warm-Up
Confidence check: your child rates each Unit 2 skill from 1 to 3 (skip-counting, comparing, adding within 100, adding four numbers, adding and subtracting within 1000, 10 and 100 more or less, explaining). Spend the remaining minutes on the skill rated lowest with one example problem.
Review Mini-Lesson
Rapid review of one example per skill: skip-count by 5s from 65 to 100; compare 738 and 783; solve 57 + 29 (86) with any strategy; add 21 + 19 + 33 + 27 (100); solve 624 - 258 (366) with a drawing; find 10 less and 100 more than 495 (485, 595). Your child leads, you coach.
Weekly Assessment
Mixed assessment in four parts: (1) skip-count by 10s from 463 to 523 and by 100s from 218 to 718; (2) compare 604 and 640, 951 and 915, 377 and 377 with symbols; (3) solve 48 + 37, 83 - 46, 16 + 24 + 35 + 25, 367 + 458, 802 - 359 showing strategies or drawings; (4) write 10 more, 10 less, 100 more, 100 less for 596 and 305.
Wrap-Up
Check together (part 3: 85, 37, 100, 825, 443; part 4: 606, 586, 696, 496 and 315, 295, 405, 205). Add the paper to the portfolio folder and celebrate the end of Unit 2. Preview next week: word problems with drawings and equations.
Assessment
Mixed assessment: skip-counting, comparing, adding and subtracting within 1000
Students describe connections between ideas in a text on a unit assessment and publish and present the All About book (RI.2.3, W.2.2, W.2.7).
3 quick questions from earlier weeks · about 3 minutes
Reading Celebration
Lay out all six weeks of mentor texts and have your child pick a favorite, then name one skill from the unit it helped with (questions, main topic, text features, purpose, images, or connections). Look back at last week's diagram feedback sticky note and check that the revision happened.
Reading Response or Assessment
Your child reads the melting-ice spread of 'Where Do Polar Bears Live?' independently and answers in writing: What is the main topic of these pages? Write the chain of connected ideas using 'because' and 'so.' What is the author's purpose? Which picture helped most and what did it add? Score for a complete chain with at least three links and a correct purpose.
Publishing and Author's Chair
Your child reads the whole All About book from the Author's Chair to the family, showing each diagram. The audience uses the table of contents to ask for one section to be read again and asks one question that the glossary answers. Place the book on a shelf with the mentor texts.
Phonics Check
Unit check: dictate ten words that mix the unit's patterns and have your child write and read them: careful, sadness, because, tiger, candle, sunflower, migrated, through, buzzed, habitat. Record results for planning Unit 3.
Independent Reading
Your child reads a self-chosen book for 15 minutes with a purpose they name before starting ('I want to find out how ______'). At the end they say whether the purpose was met and what they will read next week when the unit changes to stories and poems.
Assessment
Unit 2 assessment: read the melting-ice spread of Where Do Polar Bears Live? and write the main topic, a chain of connected ideas, the author's purpose, and how an image helped; publish and present the All About research book; ten-word cumulative phonics check.
Students summarize the unit by stating three claims with evidence about plant needs, habitats, and interdependence, and celebrate with a plant and animal poster (2-LS2-1, 2-LS2-2, 2-LS4-1).
Drawing Conclusions
Your child completes three claim cards, one per index card: 'Plants need ______ (evidence: seed bags),' 'Different habitats have different living things (evidence: ______),' and 'Plants and animals depend on each other (evidence: ______).' Read each aloud and ask, 'Which experiment proved this?'
Art Connection: Unit Poster
Fold a large paper into four sections labeled Plant Parts, Animal Parts, Habitats, Seeds and Pollen. Your child draws one favorite thing from the unit in each section (the celery straws, the beak tools, the shoebox habitat, the bee test) and adds one sentence under each. Glue the three claim cards along the bottom.
Week Reflection
Ask, 'Six weeks ago we studied matter. Now we studied living things. What is one thing living things do that a rock never does?' Your child writes one sentence and reads the poster aloud to a family member.
Assessment
Child states three unit claims and matches each to a specific investigation as evidence.
One page for your child for each lesson. Answers are for grown-ups.
Math practice · Week 12 · Friday
Get ready: I can skip-count, compare, add and subtract.
Second Grade · Week 12 · Friday · secondgrade.com
ELA practice · Week 12 · Friday
Get ready: I can tell how ideas connect and make writing clearer.
In the fall, the days get shorter and colder. Many trees stop making food in their leaves. The green color fades, so yellow and orange colors show. Then the leaves drop to the ground.
Second Grade · Week 12 · Friday · secondgrade.com
Science practice · Week 12 · Friday
I can tell three things I proved about living things.
You need: a large sheet of paper, 3 index cards
Second Grade · Week 12 · Friday · secondgrade.com