Week 13 — Printable Lesson Packet

Mathematics

Objective: Students will solve add-to and put-together word problems with the result unknown by drawing a bar model and writing an equation with a symbol for the unknown (2.OA.A.1).

1. 10 min — Warm-Up: Spiral from Week 12: write 47 + 25 and 300 + 400 on the board and have your child solve each mentally, then explain the strategy out loud. Ask, 'What did you do first?' and have them name one strategy from last week (make a ten, add the tens then the ones).
2. 15 min — Mini-Lesson: Read this problem aloud: 'Maya had 38 stickers. Her grandmother gave her 17 more. How many stickers does Maya have now?' Draw one long bar split into a part labeled 38 and a part labeled 17, with a ? bracket over the whole bar. Say, 'The parts are inside, the whole is the question mark.' Write 38 + 17 = ? and solve it together (38 + 17 = 55). Name this an 'add-to' problem because something was added to what Maya already had.
3. 15 min — Practice: Give two problems on index cards: 'Leo read 24 pages on Monday and 19 pages on Tuesday. How many pages did he read in all?' and 'There are 36 red beans and 28 white beans in the jar. How many beans are in the jar?' For each, your child draws the bar model, writes the equation with a ? for the unknown, and solves (43 and 64). Use dried beans to check the second one by counting groups of ten.
4. 5 min — Wrap-Up: Ask, 'How did you know both parts go inside the bar?' Have your child point to where the ? went and say, 'The whole was unknown.' Add the words add-to and put-together to a math word wall card.

Materials: index cards, dried beans, paper, pencil, whiteboard or large paper

English Language Arts

Objective: Students will notice how rhyme and repeated beats give a poem its rhythm and will state an opinion about a poem (RL.2.4, W.2.1).

1. 15 min — Read-Aloud: Open 'Where the Sidewalk Ends' by Shel Silverstein and read 'Sick' aloud with big expression, then read the title poem 'Where the Sidewalk Ends' slowly. Remind your child that last week they described how ideas connect in a nonfiction book; say that this week they will listen for how words connect through sound. Ask: 'Which lines made you laugh, and which lines sounded like a drum?'
2. 10 min — Mini-Lesson: Write 'rhythm' and 'rhyme' on an index card. Reread the first eight lines of 'Sick' and tap the table on the strong beats (Peggy ANN McKAY) so your child hears the pattern, then have them tap along on the second read. Circle the rhyming pairs (today/McKay, mumps/bumps) on a copy or list them on paper.
3. 15 min — Guided Reading: Let your child choose 'Hug O' War' or 'Boa Constrictor' and read it aloud to you twice, once for the words and once for the beat. Stop to ask what the poem is really about (a game where everyone wins; being swallowed a little at a time) and how the sounds make it funnier. Support: read each line first and have your child echo it. Stretch: have your child find the two lines that rhyme but are farthest apart on the page.
4. 15 min — Writing Workshop: Start an opinion piece about the poems: your child writes the sentence frame 'My favorite poem in this book is ____ because ____.' Model with your own choice first, then have them draft one paragraph naming the poem and one reason. Keep this draft in a Writing Folder; it grows all week.
5. 10 min — Phonics: Word Families: Introduce the -ack and -ick families. Write and read together: back, pack, sack, snack, track, crack, black, quack; kick, lick, pick, stick, trick, quick, brick, thick. Have your child sort the 16 cards into the two families and read each column fast.

Materials: Where the Sidewalk Ends by Shel Silverstein, index cards, marker, writing paper, pencil, folder

Science

Objective: Students will explain what engineers do and use a simple problem to identify a need that a design could solve (K-2-ETS1-1).

1. 5 min — Science Question of the Week: Ask: 'What is an engineer, and what do engineers make?' Remind your child that last unit they built a model of a seed carrier, and say that today they will learn the name for that kind of thinking. Write the word 'engineer' on an index card and read it together.
2. 20 min — Investigation: Walk through the house and hunt for ten things an engineer designed: a doorknob, a zipper, a faucet, a spoon, a chair. For each one ask, 'What problem does this solve?' and write the problem in a few words on a sticky note stuck to the object (spoon: 'soup runs off a fork'). Finish with the Index Card Tower Challenge: using only 20 index cards and no tape, build the tallest free-standing tower you can in 8 minutes and measure it with a ruler.
3. 5 min — Wrap-Up: Say: 'Engineers ask what the problem is, then design and test a solution.' Have your child say the sentence back and name one object from the hunt and the problem it solves. Start an Engineering Notebook (a folder or stapled paper) and record the tower height on page one.

Materials: 20 index cards, sticky notes, ruler, pencil, folder or stapled paper for an Engineering Notebook

Mathematics

Objective: Students will solve add-to word problems where the change or the start is unknown, placing the ? inside the bar model instead of over the whole (2.OA.A.1).

1. 10 min — Warm-Up: Play 'What's the Missing Part?': say '10 and what make 16?' then '25 and what make 40?' then '48 and what make 60?' Your child shows the answer on fingers or writes it on the whiteboard. Push for a strategy: 'How did you get from 48 to 60?'
2. 15 min — Mini-Lesson: Read: 'Sam had 26 marbles. His friend gave him some more. Now Sam has 43 marbles. How many marbles did his friend give him?' Draw the bar with 43 over the whole, 26 in the first part, and ? in the second part. Write 26 + ? = 43. Show two ways to find the missing part: count up from 26 (4 to 30, then 13 more is 17) or subtract 43 - 26 = 17. Say, 'When the change is missing, the ? goes inside the bar.'
3. 15 min — Practice: Solve together: 'Ava had some crayons. She found 15 more under the couch. Now she has 32 crayons. How many did she start with?' (? + 15 = 32, so 17). Then your child solves alone: 'Ben had 34 baseball cards. He got some for his birthday. Now he has 52. How many did he get?' (34 + ? = 52, so 18). Use paper clips in chains of ten to check. Support: give the whole in paper clips and let your child remove the known part to see what remains. Stretch: write your own start-unknown problem for a family member to solve.
4. 5 min — Wrap-Up: Ask, 'Today the ? was inside the bar. What did that tell you to do?' Listen for 'find the missing part' or 'count up' or 'subtract.'

Materials: paper clips, whiteboard or large paper, paper, pencil, index cards

English Language Arts

Objective: Students will explain how repeated lines and alliteration add meaning and feeling to a poem, and will add a second reason to an opinion draft (RL.2.4, W.2.1).

1. 15 min — Shared Reading: Read 'Ickle Me, Pickle Me, Tickle Me Too' from 'Where the Sidewalk Ends' together, your child reading the repeated names each time they appear. Ask: 'Why do you think the poet says those names over and over? What would be missing if he only said them once?'
2. 10 min — Mini-Lesson: Teach two tools poets use: repeated lines (say the word 'repetition') and words that start with the same sound (say 'alliteration'). Write 'Peter Piper picked a peck of pickled peppers' on paper and have your child underline every P. Then find one repeated line and one alliteration in the poems you have read so far.
3. 15 min — Independent Reading: Your child reads three short poems of their choice from the book quietly, then marks one with a sticky note that has a strong beat and one that has a repeated line. They read their two marked poems aloud to you at the end.
4. 15 min — Writing Workshop: Return to yesterday's opinion draft. Say: 'One reason is good. Two reasons are stronger.' Your child adds a second sentence beginning with 'Another reason is' and tells something specific about the poem's sound or a picture it made in their head.
5. 10 min — Phonics: Word Families: Introduce -ump and -ing. Write and read: bump, jump, lump, pump, stump, thump, plump; king, ring, sing, wing, bring, sting, swing, thing. Play Change One Letter: start at jump, your child changes one letter at a time (jump, bump, bring is two changes; accept any real word each step) and reads each new word.

Materials: Where the Sidewalk Ends by Shel Silverstein, paper, pencil, sticky notes, writing folder, index cards, marker

Social Studies

Objective: Students will describe what a government is and identify the jobs a government does for a community (D2.Civ.1.K-2, D2.Civ.5.K-2).

1. 10 min — Read-Aloud and Discussion: Read 'We the Kids: The Preamble to the Constitution of the United States' by David Catrow. Stop at 'establish justice' and 'promote the general welfare' and put each into kid words together (be fair; help people be safe and healthy). Ask: 'Who makes the rules for a whole country? Who makes sure the roads get fixed?' Introduce the word 'government': the group of people chosen to make and carry out rules for a community.
2. 15 min — Hands-On Activity: Play 'Who Does This Job?' Write eight community jobs on index cards: fixing potholes, running the library, putting out fires, printing money, making laws, collecting trash, running public schools, keeping parks clean. Sort them into two piles, 'a family or a business does this' and 'the government does this', and talk about any cards that seem to fit both. Then draw a picture of your town with three government jobs labeled.
3. 5 min — Quick Write: Your child completes the sentence 'A government is a group of people who ___' and adds one job the government does in our town. Support: give the sentence starter 'A government makes rules and ___'. Stretch: ask them to add one job the government does NOT do and why.

Materials: We the Kids by David Catrow (library), 8 index cards, crayons, drawing paper, pencil, writing paper

Mathematics

Objective: Students will solve a mix of add-to and put-together problems with unknowns in different positions, choosing where the ? belongs before solving (2.OA.A.1).

1. 10 min — Warm-Up: Show three bar models already drawn: one with ? over the whole, one with ? in the first part, one with ? in the second part. Say a short problem for each ('12 and 9, how many in all?', 'some and 9 make 21', '12 and some make 21') and have your child point to the matching bar and say the equation.
2. 15 min — Mini-Lesson: Teach a four-step routine and post it: 1) Read it twice. 2) Draw the bar and mark the ?. 3) Write the equation. 4) Solve and check. Model with: 'A bakery sold 45 muffins in the morning and 38 in the afternoon. How many muffins did it sell that day?' (45 + 38 = ?, 83). Then model a change-unknown problem: 'The library had 29 new books on the shelf. After a delivery there were 60. How many books came in the delivery?' (29 + ? = 60, 31).
3. 15 min — Practice: Give four problems on cards and have your child sort them first into 'whole unknown' and 'part unknown' piles, then solve: 'Jada has 16 pennies and 27 dimes. How many coins?' (43); 'Omar planted 18 seeds and then some more. Now 35 seeds are planted. How many more?' (17); 'A box has 22 red and 39 blue blocks. How many blocks?' (61); 'Mia had some shells. She found 24 more. Now she has 51. How many at first?' (27). Check each with coins or blocks.
4. 5 min — Wrap-Up: Have your child pick the hardest card and explain the bar model to you as if you were the student. Ask, 'How did you check your answer?'

Materials: index cards, coins, building blocks or dried beans, paper, pencil

English Language Arts

Objective: Students will compare the rhythm of two poets' work and use rhyme to predict words while reading (RL.2.4, RF.2.4c).

1. 15 min — Read-Aloud: Read 'Homework! Oh, Homework!' and 'Bleezer's Ice Cream' from 'The New Kid on the Block' by Jack Prelutsky. Pause before the last word of several rhyming lines and let your child shout the word the rhyme predicts. Ask: 'Does Prelutsky's beat feel faster or slower than Silverstein's?'
2. 10 min — Mini-Lesson: Put 'Sick' and 'Homework! Oh, Homework!' side by side. Clap the first two lines of each and count the claps on paper. Point out that both poets use rhyme and a steady beat to make a complaint funny instead of whiny.
3. 15 min — Guided Reading: Your child reads 'Bleezer's Ice Cream' aloud, using the rhyme and the picture to figure out any silly flavor words. Talk about how the long list gets funnier because the beat never stops. Have them pick their favorite flavor line and read it three times, faster each time.
4. 15 min — Writing Workshop: Your child rereads their opinion draft and decides whether to stay with a Silverstein poem or switch to a Prelutsky poem. They revise the opening sentence to name the poet and the book ('My favorite poem is Sick by Shel Silverstein from Where the Sidewalk Ends because') and check that both reasons are still true.
5. 10 min — Phonics: Word Families: Introduce -ight and -ake. Write and read: light, night, right, tight, bright, fright, flight, might; bake, cake, lake, make, take, shake, snake, awake. Your child writes a two-line rhyme using one word from each family, such as 'At night the snake was awake.'

Materials: Where the Sidewalk Ends by Shel Silverstein, The New Kid on the Block by Jack Prelutsky, paper, pencil, writing folder, index cards, marker

Science

Objective: Students will observe that a design has limits (a budget of materials) and use a test to decide whether it solved the problem (K-2-ETS1-1).

1. 5 min — Review: Look at Monday's tower height in the Engineering Notebook. Ask: 'What made the tower fall? What did you want to use but did not have?' Introduce the word 'constraint': a limit on what you can use or do.
2. 20 min — Deeper Investigation: Set a new problem: 'Build a stand that holds a paper cup of water at least 6 inches above the table.' Give a strict budget of 10 straws (or rolled paper tubes), 12 inches of tape, and 4 index cards. Sketch a plan first, build for 10 minutes, then test by placing the half-full cup on top and counting slowly to 10; measure the height with a ruler and write 'held' or 'fell' in the notebook.
3. 5 min — Data Discussion: Compare the tower (no tape) and the stand (a little tape). Ask: 'Which constraint was hardest? What one thing would you change if you could build again?' Write the change as a full sentence in the notebook.

Materials: 10 drinking straws or rolled paper tubes, tape, 4 index cards, paper cup, water, ruler, Engineering Notebook, pencil

Mathematics

Objective: Students will solve two-step addition word problems by drawing a bar model for each step and writing two equations (2.OA.A.1).

1. 10 min — Warm-Up: Add three numbers quickly: 15 + 5 + 8, 20 + 30 + 4, 17 + 3 + 12. Ask, 'Which two did you add first and why?' Connect to Week 8's grouping strategy (look for a ten first).
2. 15 min — Mini-Lesson: Read: 'Rosa picked 23 apples in the morning and 19 more after lunch. Then her brother gave her 10 apples. How many apples does Rosa have now?' Say, 'This problem has two things happening.' Draw a bar for step one (23 + 19 = 42) and a second bar for step two (42 + 10 = 52). Write both equations in a numbered list. Emphasize: 'The answer to step one becomes a part in step two.'
3. 15 min — Practice: Your child solves: 'The class collected 34 cans on Monday and 28 cans on Tuesday. On Wednesday they collected 15 more. How many cans in all?' (34 + 28 = 62, 62 + 15 = 77). Then: 'Kai had 12 toy cars. He got 9 for his birthday and 14 from his cousin. How many toy cars does Kai have now?' (12 + 9 = 21, 21 + 14 = 35). Have your child act the second one out with toy cars or beans to confirm.
4. 5 min — Wrap-Up: Ask, 'What happens if you forget the second step?' Have your child explain why writing two numbered equations keeps the steps straight.

Materials: toy cars or dried beans, paper, pencil, whiteboard or large paper

English Language Arts

Objective: Students will perform a poem with attention to rhythm and will write a closing sentence for an opinion piece (RL.2.4, W.2.1, SL.2.4).

1. 15 min — Shared Reading: Read 'Where the Sidewalk Ends' (the title poem) twice, once plainly and once with a slow, hushed voice. Ask: 'Which reading matched the words better, and why?' Point out that the meaning (a quiet, magical place) tells the reader how fast and how loud to go.
2. 10 min — Mini-Lesson: Model marking a poem for performance: on a copied or hand-written version of a short poem, draw a slash where you pause and underline words to say louder. Explain that a poem's rhythm is a set of directions the poet leaves for the reader's voice.
3. 15 min — Independent Reading: Your child chooses one poem from either book to perform tomorrow, copies it or marks a photocopy with pauses and loud words, and rehearses it aloud three times. On the third read they should not need to look up for every line.
4. 15 min — Writing Workshop: Teach the closing sentence: 'That is why ____ is my favorite poem.' Your child writes the closing, then reads the whole piece aloud and fixes any sentence that does not start with a capital or end with a period. Count the reasons together: there should be two.
5. 10 min — Phonics: Word Families: Introduce -ail and -eat. Write and read: mail, nail, pail, sail, tail, snail, trail, jail; beat, heat, meat, neat, seat, treat, wheat, cheat. Dictate four words (snail, trail, treat, wheat) and have your child write them, then read all 16 cards in under a minute.

Materials: Where the Sidewalk Ends by Shel Silverstein, The New Kid on the Block by Jack Prelutsky, paper, pencil, writing folder, index cards, marker

Social Studies

Objective: Students will identify leaders and offices in their own local government and explain that leaders serve the people who live there (D2.Civ.1.K-2, D2.Civ.5.K-2).

1. 10 min — Review and Extend: Reread the Preamble page from 'We the Kids' and have your child chime in on 'We the People'. Then look up together (a quick internet search or the town website) the name of your mayor or town leader and where the town hall is. Write the leader's name and job title on an index card for the wall.
2. 15 min — Project Work: Begin the Unit 3 project, a 'Government at Work' poster. On a large sheet, draw a big outline of your town and glue or draw pictures for four services the government provides (fire station, library, road crew, school). Under each, write who pays for it: 'Taxes from the people'. Explain simply that taxes are money everyone chips in so the community can share these services.
3. 5 min — Share Progress: Your child presents the poster so far and answers: 'If the government did not exist, who would fix the road?' Record their answer on the back of the poster with today's date.

Materials: We the Kids by David Catrow, internet access or town newsletter, index card, poster board or large paper, old magazines or grocery flyers, glue stick, scissors, markers

Mathematics

Objective: Students will demonstrate that they can solve one- and two-step addition word problems by drawing models and writing equations with a symbol for the unknown (2.OA.A.1).

1. 10 min — Warm-Up: Review the four-step routine (read twice, draw and mark ?, write equation, solve and check) by having your child recite it and then solve one quick problem: 'Nina has 18 grapes and 7 more in her lunchbox. How many grapes?' (25).
2. 15 min — Mini-Lesson: Model one last example with the unknown in the start position so it is fresh: 'Some children were on the playground. 14 more came. Now there are 31. How many were there at first?' (? + 14 = 31, 17). Then ask your child to write one word problem of their own and trade with you; each of you solves the other's problem.
3. 15 min — Weekly Assessment: Give four problems on one page and have your child draw a model and write an equation with a ? for each: 1) 'Eli has 27 blue marbles and 35 green marbles. How many marbles?' (62); 2) 'Zoe had 19 stamps. She got some more. Now she has 45. How many did she get?' (26); 3) 'Some birds were on the wire. 16 more landed. Now there are 40. How many at first?' (24); 4) 'Tom read 12 pages, then 15 pages, then 20 pages. How many pages in all?' (47, two steps). Score model, equation, and answer separately.
4. 5 min — Wrap-Up: Reflect: 'Last week we added big numbers. This week we used adding to solve stories. Which position for the ? was trickiest?' Preview next week: subtraction stories and comparing.

Materials: assessment page (four problems), paper, pencil, dried beans for checking

Assessment: Solve 4 word problems; draw models and write equations

English Language Arts

Objective: Students will perform a poem, publish an opinion piece with two reasons and a closing, and read word family words accurately (RL.2.4, W.2.1, RF.2.3a).

1. 10 min — Reading Celebration: Poetry Cafe: dim the lights, set out a snack, and let your child perform the poem they rehearsed yesterday. Snap fingers instead of clapping, then have them tell the audience one thing the poet did with sound.
2. 15 min — Reading Response: Read a short poem your child has not heard yet (try 'Jimmy Jet and His TV Set'). They write three sentences: what the poem is about, one pair of rhyming words, and one line they would read loudly and why. This is the week's reading assessment.
3. 15 min — Publishing and Author's Chair: Your child copies their opinion piece neatly onto clean paper (or types it) and adds a small drawing of the poem's picture in their head. They read it from the Author's Chair; you respond with one specific compliment about a reason they gave.
4. 10 min — Phonics Check: Dictate ten words from this week's families: snack, quick, jump, bring, night, shake, snail, treat, thump, flight. Your child writes each one, then checks against the cards and rereads any they missed.
5. 15 min — Independent Reading: Free choice from either poetry book or a library book. Before they start, ask them to find one sentence or line that has a beat they can tap and show you at the end.

Materials: Where the Sidewalk Ends by Shel Silverstein, The New Kid on the Block by Jack Prelutsky, paper, clean paper, pencil, crayons, writing folder, index cards, library books

Assessment: Reading response on an unfamiliar poem (topic, rhyming pair, line to read loudly), published opinion piece with two reasons and a closing, and a 10-word word-family dictation.

Science

Objective: Students will define engineering in their own words and connect the design process to problems people face every day (K-2-ETS1-1).

1. 10 min — Drawing Conclusions: Review the notebook: the tower, the cup stand, the changes you wrote. Together write a definition of engineering on the notebook cover, such as 'Engineering is solving a problem by designing, building, and testing.' Ask: 'Is a cook an engineer? Is a person who invents a better lunchbox an engineer?' and talk it through.
2. 15 min — Extension or Art Connection: If you can, read 'Rosie Revere, Engineer' by Andrea Beaty; if not, tell the story of a first try that flopped. Then have your child draw an 'Invention I Wish Existed' with labels for at least three parts and one sentence that names the problem it solves ('a backpack that zips itself because zippers get stuck').
3. 5 min — Week Reflection: Ask: 'What is one problem you noticed this week that an engineer could fix?' Write it on a sticky note and put it in the notebook; next week you will pick one problem to work on.

Materials: Engineering Notebook, pencil, Rosie Revere, Engineer by Andrea Beaty (optional, library), drawing paper, crayons or markers, sticky notes