Quarter 3 · Detailed day-by-day lesson plans · Days 91–95
0 of 15 lessons done this week
Week 19 begins measurement: rulers, yardsticks, and tape measures. In ELA, children read more complex informational text and revise writing with peer feedback.
Measure five household objects together and record the lengths.
Rulers, yardstick, tape measure, peer-revision form
Measuring Length with Appropriate Tools
Measurement & Data · 2.MD.A.1
Assessment: Measure 6 objects using rulers, yardsticks, and tape measures
Reading Complex Informational Texts
Phonics: Identify inconsistently spelled words
Writing: Revising and editing with peer and adult guidance
Earth's Systems: Water, Wind & Land
2-ESS1-1, 2-ESS2-1, 2-ESS2-2, 2-ESS2-3
Students will choose an appropriate tool (ruler, yardstick, or tape measure) and measure the length of an object in inches (2.MD.A.1).
3 quick questions from earlier weeks · about 3 minutes
Warm-Up
Lay out 12 paper clips in 3 rows of 4 and have your child write the repeated addition sentence from last week (4 + 4 + 4 = 12). Then line the 12 clips end to end in a single row and ask: 'How could we tell someone exactly how long this row is?' Listen for 'measure it' and 'use a ruler.'
Mini-Lesson: Meet the Tools
Put a 12-inch ruler, a yardstick (or a 36-inch strip of masking tape marked every inch), and a tape measure side by side. Show that each is marked in inches, that measuring starts at the 0 mark (not the end of the wood), and that a ruler is for short things, a yardstick for medium things like a table, and a tape measure for long or curved things. Measure a crayon together (about 3 inches) and say 'The crayon is 3 inches long' while sliding a finger from 0 to 3.
Practice: Which Tool?
Give your child a spoon, a book, the kitchen table, a shoe, and a doorway. For each, they say which tool fits best, measure to the nearest inch, and record the result on a chart with columns for Object, Tool, and Inches (expect roughly spoon 6 in, book 9 in, table 48 in, shoe 8 in, doorway 80 in). Support: pre-mark the 0 end of each tool with a sticker. Stretch: measure the table with the ruler too and count how many times the ruler had to be moved.
Wrap-Up
Ask: 'Why did you pick the tape measure for the doorway instead of the ruler?' Have your child write one sentence: 'I use a ruler for short things and a tape measure for long things.'
Students will read a complex informational text closely, using rereading and text features to make sense of hard sentences (RI.2.10).
3 quick questions from earlier weeks · about 3 minutes
Read-Aloud
Introduce 'A Drop of Water: A Book of Science and Wonder' by Walter Wick and read the first six pages (the faucet drop, the splash, and the water striders). Before reading, ask what your child remembers about fables from last week, then explain that this week's book is different: it is true, it is packed with facts, and it will feel harder, so you will read slowly and look at every photo. Pause after each page and ask, 'What did the photo show that the words explained?'
Mini-Lesson: When a Text Feels Hard
Write three fix-it moves on an index card: 1. Reread the sentence slowly. 2. Look at the photo or diagram. 3. Find the hard word and break it into parts. Model on the sentence about surface tension: reread it, point to the photo of the water strider, and break 'ten-sion' into parts. Keep the card on the table all week.
Guided Reading
Your child reads a nonfiction book at their level (a National Geographic Kids Reader or a Let's-Read-and-Find-Out title works well) for 12 minutes, marking one hard sentence with a sticky note. Together, apply one of the three fix-it moves to that sentence and have your child explain what it means now.
Writing Workshop: Choosing a Piece to Revise
Pull out two informational pieces your child wrote earlier this year (the Unit 2 research piece is ideal). Read both aloud and let your child pick the one they want to make better; they write the title on a fresh 'Revision Plan' sheet and one sentence about why they chose it. Explain that revising means making the writing clearer and more interesting, and editing means fixing spelling and punctuation, and that this week you will do both.
Word Study: ea Says Two Things
Write two columns: long e ('bead, leaf, mean, seat, team, clean') and short e ('bread, head, dead, thread, meant, ready'). Read each column, then shuffle the twelve words on index cards and have your child sort and read them. Say: 'When ea does not sound right, try the other sound.'
Students will identify where water and land are found on Earth and build a simple model showing both (2-ESS2-2).
Science Question of the Week
Ask: 'If you looked at Earth from space, would you see more land or more water?' Remind your child that last week's engineering showcase was about solving problems, and this unit is about understanding the planet those problems happen on. Record their guess on an index card to check on Friday.
Investigation: Globe Toss
Use a globe, an inflatable globe, or a printed world map taped to a ball. Toss it gently back and forth 20 times; each catch, your child says whether their right thumb landed on water or land and you tally it. Count the tallies together (expect roughly 14 water, 6 land) and ask what that tells us about Earth's surface. Support: use a printed map and a dried bean dropped from above instead of a toss. Stretch: name the ocean or continent under the thumb each time.
Wrap-Up
Your child draws a quick circle 'Earth' and colors roughly three parts blue and one part green to match the tally. Say the key sentence together: 'Most of Earth's surface is covered by water.'
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.
Look at a globe. You will see a lot of blue. The blue parts show water. The other colors show land.
Water covers most of Earth. Most of that water is in the oceans. Ocean water is salty, so people cannot drink it.
Some water is fresh, not salty. Rivers, lakes and ponds hold fresh water. A river is water that flows across the land. Many rivers flow into a lake or an ocean. A lake is water with land all around it. A pond is like a small lake.
Land comes in many shapes. A mountain is very high land. A hill is lower and rounder. A valley is low land between hills or mountains. A plain is wide, flat land. An island is land with water all around it.
A lake and an island are opposites. One is water with land all around it. The other is land with water all around it. What land and water can you find near your home?
Math
Second Grade · Week 19 · Friday · secondgrade.com
Math
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 20. Keep the daily Remember? boxes going. |
| About half right | Measure 5 things at home to the nearest inch, lining one end up with 0 each time. Ask, "Would a ruler, a yardstick or a tape measure work best for a door? For a pencil?" Then redo the missed items. |
| Only a few right | Do the catch-up activity "Line Up and Count Units" for 10 minutes a day this week, then start Week 20 alongside it. |
ELA
A glacier is a huge sheet of ice. It can form high in the mountains, where snow piles up year after year. The snow gets packed down into thick ice. A glacier moves downhill very slowly. As it moves, it scrapes the rock under it.
Second Grade · Week 19 · Friday · secondgrade.com
ELA
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 20. Keep the daily Remember? boxes going. |
| About half right | Reread this week's passage one section at a time. After each part, your child tells one fact in their own words. Make 8 word cards (night, light, right, high, bridge, badge, edge, fudge) and sort them by pattern. |
| Only a few right | Read the passage aloud together each day, one section at a time. Practice 3 tricky-pattern words a day with letter tiles. Start Week 20 at the same time; don't hold the whole program back. |
Science
Second Grade · Week 19 · Friday · secondgrade.com
Science
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 20. Keep the daily Remember? boxes going. |
| About half right | Build a land-and-water model in a baking pan with sand or play dough, then add water. Your child names each feature (a mountain, a valley, a lake, an island). |
| Only a few right | Reread "Land and Water on Earth" together and sort pictures into land and water. Continue with Week 20. |
Second Grade · Week 19 · Friday · secondgrade.com
Social Studies
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 20. Keep the daily Remember? boxes going. |
| About half right | Look at an old family photo together and list 3 things that are different today (clothes, cars, phones). |
| Only a few right | Ask a grandparent or older neighbor what life was like when they were young, or look at pictures of old phones and schools. Draw one "then" and one "now" picture. |
PE · Kicking, Dribbling & Ball Control · All Specials
PE · Week 19
I can kick a ball to a target.
You need: a soft ball or playground ball, two shoes or cones for a goal
Second Grade · Week 19 · secondgrade.com
Math
Measuring starts at zero with the right tool
ELA
Hard books get easier when I reread
Science
Earth has more water than land
Try it (10 min): Pick three things: one small, one medium, one big. Choose a ruler, a yardstick or a tape measure for each and measure in inches.
Talk about it: Why did you choose that tool?
Try it (10 min): Read a page from a nonfiction book together. When a sentence is hard, reread it slowly and look at the picture.
Talk about it: What helped you understand the hard part?
Try it (10 min): Look at a map or globe together. Find an ocean, a lake, a river, a mountain and an island.
Talk about it: Is there more blue or more green on the map?
Try it (10 min): Ask a grandparent or older friend how they played, went to school or listened to music as a child.
Talk about it: What would you miss most if you lived long ago?
We did blank of 4 activities.
Second Grade · Week 19 · secondgrade.com
