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    Quarter 3Week 25FridayDay 125 of 180

    Week 25, Friday: Demonstrate that they can create a line plot · Write a reading response using evidence from words

    Day 125 · 3 lessons · 140 min

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    Math

    Students will demonstrate that they can create a line plot from measurement data and answer questions about the data (2.MD.D.9).

    Remember?

    3 quick questions from earlier weeks · about 3 minutes

    1. 16 − 8 = ? Facts to 20
    2. A green rope is 58 feet. A yellow rope is 50 feet. How much longer is the green rope? Week 24
    3. On a number line, start at 53 and jump forward 15. Where do you land? Week 22

    Standards Addressed

    2.MD.D.92.MD.A.1

    Activities

    10 min

    Warm-Up

    Quick review: draw a blank number line from 3 to 8 and call out these lengths: 5, 6, 5, 4, 7, 5, 6, 3. Your child places an X for each while you say them. Ask, 'Which length is most common?'

    15 min

    Review Mini-Lesson

    Go over the three parts of a line plot together: a number line with every whole unit marked, one X per measurement stacked evenly, and a title with the unit. Have your child check this week's plots against the list and fix anything missing.

    15 min

    Weekly Assessment

    Give your child 8 crayons or pencils of different lengths. They measure each to the nearest inch, record the data, build a line plot with a title and unit label, and answer three written questions: 'Which length is most common? How many crayons are longer than 4 inches? How many crayons did you measure?'

    5 min

    Wrap-Up

    Reflect on the week: 'What is one thing a line plot shows faster than a table?' Preview next week by saying you will make graphs that use pictures and bars instead of Xs.

    Materials Needed

    ruler with inches8 crayons or pencils of different lengthspaperpencil

    Assessment

    Create a line plot from measurement data; answer questions about the data

    Related Resources

    Math Worksheets (Weeks 25-28)Math Answer Key (Weeks 25-28)

    English Language Arts

    Students will write a reading response using evidence from words and pictures, share a recount draft in the author's chair, and spell vowel-team words in dictation (RL.2.1, RL.2.7, W.2.3, RF.2.3b).

    Remember?

    3 quick questions from earlier weeks · about 3 minutes

    1. 'The enormous whale was bigger than a boat.' What does 'enormous' mean? Week 24
    2. Find the adjective: The tall girl ran fast. Week 22
    3. Join the sentences: The dog is big. The dog is brown. Grammar and spelling

    Standards Addressed

    RL.2.1RL.2.7W.2.3+3 more

    Activities

    10 min

    Reading Celebration

    Your child picks a favorite page from 'Last Stop on Market Street' and reads it aloud with expression. Ask: 'Last week's story taught a lesson too. How is CJ's lesson the same or different?' and let your child answer with a stem.

    Last Stop on Market Street
    15 min

    Reading Response

    Your child writes three to four sentences answering: 'What does CJ learn on the bus ride? Use one detail from the words and one detail from the pictures.' Check that each detail names a page or a picture.

    writing notebookpencilLast Stop on Market Street
    15 min

    Publishing and Author's Chair

    Your child reads the recount draft aloud from a chair while you (and any sibling) hold the Listener and Questioner cards; your child answers two questions. Your child adds one sentence based on a question asked, then puts the draft in a folder labeled 'Revise in Week 27.'

    recount draftrole cardsfolder
    10 min

    Phonics Check: Vowel Teams

    Dictate eight words: train, play, green, leaf, road, slow, stay, teach. Then dictate the sentence 'We wait for the gray boat.' Your child checks each word against the cards and fixes any miss.

    writing notebookpencilindex cards
    15 min

    Independent Reading

    Your child reads a library book of choice for fifteen minutes and ends with a three-sentence retell that starts with 'First,' 'Then,' and 'Finally.'

    library book

    Materials Needed

    Last Stop on Market Street by Matt de la Penawriting notebookpencilrecount draftrole cardsfolderindex cardslibrary book

    Assessment

    Observed use of the Talking Together rules (eyes on speaker, one voice, stay on topic) and roles across the week; written reading response with one text detail and one picture detail; dictation of eight vowel-team words and one sentence.

    Related Resources

    ELA Worksheets (Weeks 25-28)ELA Answer Key (Weeks 25-28)

    Science

    Students will draw a conclusion about what makes a place rich in living things and create a field guide page for one organism found this week (2-LS4-1).

    This week's reading: So Many Kinds of Living Things

    Standards Addressed

    2-LS4-1

    Activities

    10 min

    Drawing Conclusions

    Review both survey pages and the bar chart. Your child completes the sentence: 'The place with more kinds of living things had ___, ___, and ___.' Then write the big idea together: 'Different places have different kinds of living things. More hiding spots, water, and plants usually mean more biodiversity.'

    survey notebookpencil
    15 min

    Art Connection: Field Guide Page

    Your child picks one living thing from the week (a clover, a pill bug, a robin) and makes a field guide page: a large careful drawing in colored pencil, its name, where it was found (Square 1 or 2), and two things noticed about it (six legs, curls into a ball). Look it up in a library book such as 'National Geographic Kids Readers: Ants' or a field guide if you want the real name.

    papercolored pencilslibrary book or field guide (optional)
    5 min

    Week Reflection

    Ask: 'What surprised you most about how many living things share our yard?' Preview next week: 'We will figure out how scientists sort all these living things into groups.'

    Materials Needed

    survey notebookpencilpapercolored pencilslibrary book or field guide (optional)

    Related Resources

    Science Worksheets (Weeks 25-28)Science Answer Key (Weeks 25-28)

    Today's Practice

    One page for your child for each lesson. Answers are for grown-ups.

    Math practice · Week 25 · Friday

    I can get ready to show what I know about line plots.

    Get ready. Circle the answer.

    1. What goes above the number line on a line plot?one X for each measurementone X for each number
    2. A line plot is missing its title. Is it finished?yesno
    3. A crayon ends between 3 and 4. It is closer to 3. How long is it?3 inches4 inches

    Quick review.

    1. Name the three parts of a line plot.
    2. 2 quarters, 1 dime and 3 pennies. How much money?
    3. What is one thing a line plot shows faster than a table?
    How did it go? Great Okay Tricky

    ELA practice · Week 25 · Friday

    I can tell what a character learns, using the words and the pictures.

    Think about Last Stop on Market Street.

    1. What does CJ learn on the bus ride?
    2. A detail from the words that shows this:
    3. A detail from the pictures that shows this:

    Fill in the missing vowel team. Use ai, ay, ee, ea, oa or ow.

    1. We rode in a b____t. (a thing that floats)
    2. The s____d grew into a plant.
    3. I like to pl____ in the park.
    4. Snow fell on the r____d.

    Challenge

    • Write one question someone might ask about your true story.
    How did it go? Great Okay Tricky

    Science practice · Week 25 · Friday

    I can tell what makes a place rich in living things.

    Look at your two survey pages. Finish the sentence.

    1. The place with more kinds of living things had ____, ____ and ____.
    2. Circle the true big idea.Every place has the same living things.Different places have different kinds of living things.

    My field guide page. Pick one living thing you found this week.

    1. Draw it large and carefully.
    2. Its name:
    3. Where I found it (Square 1 or Square 2):
    4. Two things I noticed about it:

    You need: colored pencils

    How did it go? Great Okay Tricky