Week 22 — Printable Lesson Packet

Mathematics

Objective: Students will build a number line with equally spaced points and locate whole numbers on it (2.MD.B.6).

1. 10 min — Warm-Up: Lay a ruler on the table and ask your child to point to 4, then 9, then 12, and to explain how they knew where 9 was (count the marks, or 'one before 10'). Ask: 'What is the same about a ruler and a number line?'
2. 15 min — Mini-Lesson: A Ruler Is a Number Line: Together, tape a 24-inch strip of paper to the floor and use the ruler to mark and label every inch from 0 to 20 so the spaces are all equal. Explain that 0 is where we start, each hop is one unit, and the numbers must be the same distance apart. Have your child place a paper clip on 7, a bean on 13, and a coin on 18, checking by counting hops from 0.
3. 15 min — Practice: Where Does It Go?: On paper, your child draws a number line from 0 to 20 with tick marks 1 centimeter apart using the ruler, then places dots for 3, 8, 11, 15, and 19 and labels them. Next they draw a second line from 0 to 100 marked by tens and place 30, 70, and 90. Support: give them a pre-drawn line with only 0, 10, and 20 labeled. Stretch: on the 0 to 100 line, estimate where 45 and 82 belong.
4. 5 min — Wrap-Up: Ask: 'Why do the spaces on a number line have to be equal?' Your child writes 'A number line is like a ruler with equal spaces' in their journal.

Materials: ruler, paper strip 24 inches long, masking tape, marker, paper clip, dried bean, coin, paper, math journal, pencil

English Language Arts

Objective: Students will retell a story in order, including the central message, and read aloud with accuracy (RL.2.2, RF.2.4b).

1. 15 min — Read-Aloud: Read 'Owl Moon' by Jane Yolen all the way through, slowly, in a near-whisper to match the story. Before reading, note that last week's books were about real penguins and this week's book is a story, so you will retell it instead of asking fact questions. Afterward, ask, 'What did the child have to do to see the owl?'
2. 10 min — Mini-Lesson: Retelling with Five Fingers: Hold up a hand: thumb for characters, pointer for setting, middle for beginning, ring for middle, pinky for end, and the palm for the lesson. Retell 'Owl Moon' together, touching each finger. Write the six parts on a card for the week.
3. 15 min — Guided Reading: Your child reads a story at their level for 12 minutes and retells it to you using the five-finger card. Notice whether they include the ending and the lesson, and prompt for whichever is missing.
4. 15 min — Writing Workshop: Reflexive Pronouns: Write 'myself, yourself, himself, herself, itself, ourselves, yourselves, themselves' on chart paper. Explain that these point back to the person doing the action: 'The child kept herself quiet.' Your child writes four sentences about 'Owl Moon' using four different reflexive pronouns, then circles the noun each one points back to.
5. 10 min — Word Study: Words from Owl Moon: Write 'shadow, meadow, silent, whisper, shrugged, echo, disappeared, stained, threaded, watching.' Read each word, clap the syllables, and find it in the book. Have your child read the list three times, aiming to read it faster and smoother each time.

Materials: Owl Moon by Jane Yolen (library), leveled storybook, index card, chart paper, marker, paper, pencil

Science

Objective: Students will identify where water exists on Earth as solid ice and as liquid, and observe how water changes between the two (2-ESS2-3).

1. 5 min — Science Question of the Week: Point to the white areas at the top and bottom of the globe. Ask: 'Is that land or water?' (It is water, frozen solid.) Remind your child that last week's maps showed blue for liquid water, and ask where else water might be hiding as ice or snow. Write their list.
2. 20 min — Investigation: Ice Race: Set three same-size ice cubes on three plates: one on the counter, one in a sunny window or under a lamp, one wrapped in a washcloth. Predict which will melt first and record the time each turns fully to liquid. While waiting, look at photos in a library book such as 'Ice Is Nice!' from the Cat in the Hat's Learning Library or a National Geographic Kids reader about polar animals and name where ice is found: glaciers, ice caps, frozen lakes, snow on mountains.
3. 5 min — Wrap-Up: Your child records the melt order and writes: 'Water can be solid (ice) or liquid. Heat makes ice melt.' Ask: 'What would make liquid water turn back into ice?'

Materials: globe or world map, 3 ice cubes, 3 plates, washcloth, lamp or sunny window, timer, notebook, pencil, library book about ice or polar regions

Mathematics

Objective: Students will represent addition as hops forward on a number line and record the equation (2.MD.B.6).

1. 10 min — Warm-Up: On the floor number line from yesterday, your child stands on 0 and takes 6 hops, then 5 more hops, saying each number. Ask: 'Where did you land? What equation did you just do with your feet?' (6 + 5 = 11).
2. 15 min — Mini-Lesson: Hops Forward: Draw a number line from 0 to 30 on paper and show 12 + 9: start at 12, draw an arc of 8 to land on 20, then an arc of 1 to land on 21, writing 12 + 9 = 21. Then show 14 + 15 with a big hop of 10 to 24 and a hop of 5 to 29. Say: 'Bigger hops are faster, but every hop has to be counted.'
3. 15 min — Practice: Hop and Record: Your child solves six problems on drawn number lines, labeling each hop: 7 + 6, 15 + 8, 23 + 10, 36 + 14, 48 + 25, 57 + 30. For the last two, they choose hops of tens and ones and write the sum next to the line.
4. 5 min — Wrap-Up: Ask: 'When you added 48 + 25, what hops did you choose and why?' Your child draws one favorite number line hop in their journal.

Materials: floor number line from Monday, paper, pencil, ruler, math journal

English Language Arts

Objective: Students will identify the central message of a story and read aloud at an appropriate rate (RL.2.2, RF.2.4b).

1. 15 min — Shared Reading: Reread 'Owl Moon' with your child reading the short lines ('I didn't ask what kinds of things hide behind black trees') and you reading the longer ones. Stop at the last page and ask, 'What does the author want us to learn about hoping and waiting?' Write the central message in your child's words on the five-finger card.
2. 10 min — Mini-Lesson: Not Too Fast, Not Too Slow: Read one page of 'Owl Moon' three ways: racing, robot-slow, and just right. Ask which one sounded like a real person and why. Say: 'Rate means speed. Read like you are talking to a friend.'
3. 15 min — Independent Reading: Your child reads their leveled story for 12 minutes, then reads one page aloud to you at a 'just right' rate. Time it lightly with a kitchen timer and note the seconds so they can try to match it tomorrow.
4. 15 min — Writing Workshop: Retelling Owl Moon: Your child writes a retelling of 'Owl Moon' in six sentences, one per finger: characters, setting, beginning, middle, end, lesson. Require one reflexive pronoun somewhere in it. Support: give the six sentence starters ('The characters are...', 'The story happens...'). Stretch: add a seventh sentence that tells how the child felt at the end and why.
5. 10 min — Word Study: Phrases with Irregular Words: Write phrases on strips: 'said the owl,' 'we were quiet,' 'come along,' 'some snow,' 'once again,' 'my friend,' 'because it was cold.' Your child reads each strip smoothly as one chunk, not word by word, then reads all seven in under a minute.

Materials: Owl Moon by Jane Yolen, five-finger card, leveled storybook, kitchen timer, paper strips, marker, paper, pencil

Social Studies

Objective: Students will describe the arrival of European explorers from the point of view of the Taino people who already lived there (D2.His.2.K-2, D2.His.14.K-2).

1. 10 min — Read-Aloud and Discussion: Read 'Encounter' by Jane Yolen, told by a Taino boy who watches Columbus's ships arrive in 1492. Ask: 'Who was living on the island first? What did the boy notice that the grown-ups did not? Why might the same event be a happy story for one person and a sad story for another?'
2. 15 min — Hands-On Activity: Two Points of View: Fold a sheet in half and label the sides 'A sailor on the ship' and 'A Taino child on the shore.' Your child draws what each person saw the morning the ships arrived and writes one sentence of what each might have been thinking. Discuss: 'The word explorer means someone who goes to a place new to them, but the place was not new to the people living there.'
3. 5 min — Quick Write: Your child writes: 'When the ships came, the Taino people ___. I think ___.' Accept honest feelings; the goal is understanding, not blame.

Materials: Encounter by Jane Yolen (library), paper, crayons, pencil, notebook

Mathematics

Objective: Students will represent subtraction as hops backward on a number line and find differences within 100 (2.MD.B.6).

1. 10 min — Warm-Up: On the floor line, your child stands on 15 and hops back 6, saying each number (14, 13, 12, 11, 10, 9). Ask: 'What equation did your feet do?' (15 - 6 = 9). Repeat starting at 20 and hopping back 7.
2. 15 min — Mini-Lesson: Hops Backward: Draw a number line from 0 to 50 and show 34 - 8: start at 34, hop back 4 to 30, hop back 4 more to 26, and write 34 - 8 = 26. Then show 45 - 20 as two backward hops of 10 landing on 25. Point out that subtracting means the arrows point left toward 0.
3. 15 min — Practice: Backward Hops: Your child solves six subtraction problems on drawn number lines with labeled hops: 13 - 5, 22 - 9, 40 - 15, 56 - 20, 63 - 27, 80 - 34. Then they pick one and check it by adding forward from the answer to see if they land on the start.
4. 5 min — Wrap-Up: Ask: 'How can a forward hop check a backward hop?' Your child writes 'Subtract means hop left, add means hop right' in their journal.

Materials: floor number line, paper, pencil, ruler, math journal

English Language Arts

Objective: Students will retell the opening chapter of a chapter book and compare its central message with a picture book (RL.2.2, RL.2.10).

1. 15 min — Read-Aloud: Second Text: Begin 'Charlotte's Web' by E. B. White, reading Chapter 1, 'Before Breakfast.' Tell your child this book will stay with you for three weeks. Stop when Fern says 'This is unfair' and ask, 'What is Fern's problem, and what does she do about it?'
2. 10 min — Mini-Lesson: Retelling One Chapter: Explain that a chapter has its own beginning, middle, and end, but the lesson may take the whole book to find. Retell Chapter 1 with the five fingers and leave the palm blank with a question mark. Compare with 'Owl Moon,' where the lesson showed up on the last page.
3. 15 min — Guided Reading: Your child reads their leveled story for 10 minutes, then reads the same page as yesterday aloud and tries to match yesterday's time at a 'just right' rate. Ask them to retell the chapter or story they read in four sentences.
4. 15 min — Writing Workshop: Adjectives and Adverbs: Write 'An adjective tells about a noun: the tiny pig. An adverb tells about a verb: Fern ran quickly.' Read three sentences from Chapter 1 and have your child find one adjective and one adverb in each. Then they write three sentences about Fern and Wilbur, each with one adjective and one adverb, and label them A and ADV.
5. 10 min — Word Study: Words from Charlotte's Web Chapter 1: Write 'runt, injustice, sopping, breakfast, blissful, carton, specimen, promptly, hoisted, control.' Read each word, break the long ones into syllables (in-jus-tice, spec-i-men), and find two in the chapter. Your child reads the list twice for smoothness.

Materials: Charlotte's Web by E. B. White (library), five-finger card, leveled storybook, kitchen timer, paper, marker, pencil

Science

Objective: Students will model how a glacier moves and carries rock, and explain that ice can shape land like water does (2-ESS2-3, 2-ESS2-1).

1. 5 min — Review: Ask: 'What are the two forms of water we found on Earth?' Then show a photo of a glacier in a library book and ask: 'Does a glacier ever move?' (Yes, very slowly, like the slow changes from Week 20.)
2. 20 min — Deeper Investigation: Gravel Glacier: The night before, freeze a paper cup of water with a spoonful of gravel and sand mixed in. Peel the cup, set the ice on a tilted tray of damp sand, and press and slide it slowly downhill three times. Lift it and look for scratches and the trail of gravel left behind; explain that real glaciers scrape valleys and drop rocks the same way, over thousands of years. Support: adult slides the ice while the child watches and describes. Stretch: try a plain ice cube with no gravel and compare which one scratched more.
3. 5 min — Data Discussion: Your child draws the sand before and after and labels the scratches and the dropped gravel. Say: 'Solid water, ice, can change the land too.'

Materials: paper cup of water frozen with gravel and sand (prepare the night before), tray or baking pan, damp sand, book to tilt the tray, towel, paper, pencil, library book with a glacier photo

Mathematics

Objective: Students will apply number lines to solve length word problems and to show distances between two points (2.MD.B.6, 2.MD.B.5).

1. 10 min — Warm-Up: Draw a number line from 0 to 60 marked by tens. Your child places 25 and 47, then hops from 25 to 47 to find the distance between them (5 to 30, 10 to 40, 7 to 47, so 22). Ask: 'What subtraction does that match?' (47 - 25 = 22).
2. 15 min — Mini-Lesson: The Story on the Line: Read: 'A frog sits at 18 inches on a measuring tape. It jumps 26 inches forward. Where does it land?' Draw a number line, start at 18, hop 20 to 38 and 6 to 44, write 18 + 26 = 44 inches. Then read: 'A snail is at 52 centimeters and crawls back 35 centimeters. Where is it now?' Hop back 30 to 22 and 5 to 17.
3. 15 min — Practice: Tape Measure Stories: Stretch a tape measure across the floor and act out three problems with a toy car before drawing each on a number line. 1: 'The car starts at 12 inches and rolls 29 inches. Where does it stop?' (41). 2: 'The car is at 70 inches and rolls back 33 inches. Where is it?' (37). 3: 'A marble at 24 inches and a block at 61 inches. How far apart are they?' (37).
4. 5 min — Wrap-Up: Your child writes one number line story of their own using the tape measure and solves it. Ask: 'Which is easier for you, the bar drawing from last week or the number line?'

Materials: tape measure, toy car, marble, block, paper, pencil, ruler, math journal

English Language Arts

Objective: Students will read dialogue with expression and use adjectives and adverbs correctly in a retelling (RF.2.4b, L.2.1e).

1. 15 min — Shared Reading: Read Chapter 2 of 'Charlotte's Web,' 'Wilbur.' Your child reads Fern's lines and you read the narrator. Afterward, retell the chapter with the five fingers and ask, 'How does Fern feel about Wilbur? Which sentences show it?'
2. 10 min — Mini-Lesson: Reading Like the Character: Point to a line with an exclamation point and one with a question mark in Chapter 2. Read each flat, then with expression, and ask your child to copy the expressive one. Say: 'The punctuation and the words like whispered or shouted tell you how to read.'
3. 15 min — Independent Reading: Your child reads their leveled story for 12 minutes and marks one line of dialogue with a sticky note. They read it to you two ways and you guess which one matches the punctuation.
4. 15 min — Writing Workshop: Retelling Chapter 1 and 2 with Details: Your child writes a five-sentence retelling of the first two chapters of 'Charlotte's Web.' Require two adjectives, one adverb, and one reflexive pronoun, each underlined. Read it aloud together and check that every underlined word is doing its job.
5. 10 min — Word Study: Dialogue Tag Words: Write 'whispered, shouted, asked, cried, sighed, called, exclaimed, murmured.' Your child reads each word and then says 'Come here, Wilbur' in the voice the word describes. Dictate the sentence 'Fern whispered to her friend' and check 'whispered' and 'friend.'

Materials: Charlotte's Web by E. B. White, leveled storybook, sticky notes, five-finger card, paper, pencil

Social Studies

Objective: Students will compare a day in the life of a Wampanoag child and an English settler child in 1620s Massachusetts (D2.His.2.K-2, D2.His.14.K-2).

1. 10 min — Review and Extend: Read 'Tapenum's Day: A Wampanoag Indian Boy in Pilgrim Times' by Kate Waters (or 'Sarah Morton's Day' by the same author, and share the other tomorrow if you have both). Ask: 'What chores did the child do? What did they eat? What did they learn from grown-ups?' Explain that the Wampanoag had lived in that place for thousands of years before the English arrived.
2. 15 min — Project Work: A Day in 1627 Comparison Chart: Make a three-column chart: Wampanoag child / English settler child / Me. Fill in rows for food, clothing, work, and play using the book and what your child knows; leave a question mark where you do not know and look it up together in the book's photo notes. Ask: 'What did the two children in 1627 have in common with each other and with you?'
3. 5 min — Share Progress: Your child reads one row of the chart aloud and tells which child's day they would find hardest and why.

Materials: Tapenum's Day or Sarah Morton's Day by Kate Waters (library), paper, ruler, pencil, crayons

Mathematics

Objective: Students will represent whole numbers on a number line and use it to solve addition and subtraction within 100 (2.MD.B.6).

1. 10 min — Warm-Up: Quick floor-line round: your child starts at 9, hops forward 7, then back 4, then forward 10 and names each landing spot (16, 12, 22). Ask them to write the whole chain as equations.
2. 15 min — Weekly Assessment: Part 1: on a blank number line from 0 to 50 with only 0, 25, and 50 labeled, your child places 5, 18, 32, and 44. Part 2: they solve 27 + 16 and 62 - 28 by drawing and labeling hops on number lines. Part 3: 'A ribbon is 45 cm. Kai cuts off 19 cm. Show on a number line how much is left.' (26 cm).
3. 15 min — Practice: Number Line Race: Play a game on a 0 to 50 line: roll two dice, add them, and hop that far forward with a coin; on a roll of doubles, hop back that many instead. Each turn, your child says the equation aloud (for example, 'I was at 17, plus 9, now 26'). First to pass 50 wins.
4. 5 min — Wrap-Up: Ask: 'How is a number line like a ruler? How is it different?' Preview next week: 'A clock is a number line bent into a circle. We will learn to read it to 5 minutes.'

Materials: floor number line, drawn 0 to 50 number line, two dice, two coins, paper, ruler, math journal, pencil

Assessment: Represent whole numbers on a number line; solve addition/subtraction on number lines

English Language Arts

Objective: Students will show they can retell a story with its central message, read aloud fluently, and use reflexive pronouns, adjectives, and adverbs (RL.2.2, RF.2.4b, L.2.1c, L.2.1e).

1. 10 min — Reading Celebration: Turn off most of the lights and read the owl-calling page of 'Owl Moon' together in whispers, then say 'whoo-whoo-who-who-who-whooooo' the way Pa does. Ask your child which they liked more this week, the quiet picture book or the start of the chapter book, and why.
2. 15 min — Reading Assessment: Your child retells 'Owl Moon' aloud with the five fingers without looking at the card, and states the central message in one sentence. Then they read one page of their leveled story aloud while you note accuracy (errors), rate (just right or not), and expression (yes or no).
3. 15 min — Publishing and Author's Chair: Your child chooses either the 'Owl Moon' retelling or the 'Charlotte's Web' retelling, copies it neatly, draws a scene, and reads it from the author's chair with expression. Listeners name one adjective or adverb they heard.
4. 10 min — Phonics Check: Time your child reading the ten 'Owl Moon' words and the ten Chapter 1 words in one list; note the time and any misread words. Then dictate 'The children kept themselves quiet.'
5. 15 min — Independent Reading: Your child reads a book of their choice for 15 minutes. Ask them to find one line of dialogue and read it to you like the character.

Materials: Owl Moon by Jane Yolen, five-finger card, leveled storybook, chosen retelling, clean paper, crayons, word lists from Monday and Wednesday, kitchen timer, self-selected book, paper, pencil

Assessment: Oral retelling of Owl Moon with central message; one-page oral reading scored for accuracy, rate, and expression; published retelling using two adjectives, one adverb, and one reflexive pronoun; timed 20-word list and reflexive pronoun dictation.

Science

Objective: Students will conclude that water on Earth exists as both liquid and solid, name places where each is found, and show this on a model (2-ESS2-3).

1. 10 min — Drawing Conclusions: Your child makes a two-column list: Liquid water (ocean, river, lake, pond, rain) and Solid water (glacier, ice cap, snow, frozen pond, hail). Then they write: 'Water is a solid when ___ and a liquid when ___.' Check the melt-race results from Monday and the glacier drawings.
2. 15 min — Art Connection: Frozen and Flowing Earth Model: On a paper plate 'Earth,' your child paints or colors oceans blue, land green and brown, and glues cotton balls at the top and bottom for ice caps and on the mountain peaks for snow. Add a tiny label for each kind of water. Talk about what would happen to the oceans if all the cotton-ball ice melted.
3. 5 min — Week Reflection: Ask: 'Which form of water changed the land in our pan this week, and how?' Preview next week: 'We will watch the sky and measure the wind.'

Materials: this week's notebook pages, pencil, paper plate, blue, green, brown crayons or paint, cotton balls, glue, small paper labels