Quarter 3 · Detailed day-by-day lesson plans · Days 126–130
0 of 15 lessons done this week
Week 26 draws and interprets picture and bar graphs and solves comparison problems. Children practice building on others' talk and use real-world word connections in writing.
Graph favorite cereals in the pantry as a quick bar graph.
Graph paper, pantry survey, conversation prompts
Picture Graphs and Bar Graphs
Data & Geometry · 2.MD.D.9
Assessment: Draw and interpret picture graphs and bar graphs; solve comparison problems
Building on Others' Talk
Phonics: Review prefixes and suffixes
Writing: Use real-world connections between words and their use
Biodiversity & Interdependence
2-LS2-1, 2-LS2-2, 2-LS4-1
Students will conduct a household survey with up to four categories and organize the results in a tally table (2.MD.D.10).
3 quick questions from earlier weeks · about 3 minutes
Warm-Up
Spiral from Week 25: show last week's crayon line plot and ask, 'How many crayons were 5 inches?' Then ask, 'Could we make a line plot of favorite colors?' and let your child explain why not (colors are not numbers).
Mini-Lesson
Explain that a survey is a question we ask many people. Write the question 'What is your favorite fruit?' with four choices: apple, banana, grape, orange. Model making a tally table, with one mark per vote and a slash across every fifth mark.
Practice
Your child surveys everyone in the house and then calls or texts grandparents, cousins, or neighbors with adult help until they have at least 10 answers. They record each answer as a tally mark and write the total for each fruit.
Wrap-Up
Ask, 'Which fruit got the most votes? How many people did you ask in all?' Have your child add the four totals to check that the sum matches the number of people surveyed.
Students will use sentence stems to build on a partner's ideas while discussing why the family in 'A Chair for My Mother' saves every coin (SL.2.1b, RL.2.3).
3 quick questions from earlier weeks · about 3 minutes
Read-Aloud: A Chair for My Mother
Point to last week's Talking Together chart and say: 'This week we add a new skill, building on someone else's idea.' Read 'A Chair for My Mother' by Vera B. Williams, stopping at the big jar of coins, at the memory of the fire, and when the family finally sits in the new chair. Ask: 'Why does this family save every coin instead of spending them?'
Mini-Lesson: Sentence Stems for Adding On
Add four stems to the chart: 'I agree with you because ...', 'I want to add on ...', 'That reminds me of ...', and 'I disagree a little because ...'. Model: you say 'I think the jar is important because it holds their hope,' and then show your child how to answer with 'I want to add on, the jar is also where Rosa puts her own coins.'
Guided Reading: Need or Want?
Ask the question 'Was the chair a need or a want?' and hold a conversation where every turn must begin with a stem from the chart; keep a tally of stems used. Reread the pages about the burned apartment and the hard kitchen chairs so your child can point to evidence for either side.
Writing Workshop: Words at Work
Start a 'Words at Work' page for words from the book: tips, coins, save, bargain. For each word your child writes what it means and one real-life place they have seen it (a tip left on a diner table, coins in a jar at home) and draws a tiny picture. Explain that this week's writing is about connecting words to real life.
Phonics: Prefixes un- and re-
Word cards: unhappy, unlock, untie, unfair, unpack, unsafe, redo, reread, replay, refill, rebuild, return. Your child covers the prefix with a finger, reads the base word, then uncovers and reads the whole word, saying 'un means not' or 're means again.' Sort into two piles and write three of each.
Students will sort pictures of animals into groups by observable body features (fur, feathers, scales, shells, six legs) and explain their sorting rule (2-LS4-1).
Science Question of the Week
Hold up last week's field guide page. Ask: 'If we found 100 living things instead of 10, how would we keep track of them all?' Explain that scientists sort living things into groups by features they can see, and that this is called classification.
Investigation: Animal Card Sort
Make 16 animal cards from magazine cutouts, printouts, or quick sketches: dog, cat, horse, robin, penguin, owl, snake, lizard, turtle, frog, salamander, goldfish, shark, ant, butterfly, spider. First let your child sort them any way at all and explain the rule. Then give the scientist rules: fur or hair (mammals), feathers (birds), dry scales (reptiles), smooth wet skin (amphibians), fins and gills (fish), six legs (insects). Re-sort and glue each group onto its own labeled sheet.
Wrap-Up
Ask the trick questions: 'A penguin cannot fly. Is it still a bird?' (Yes, feathers.) 'A spider has eight legs. Is it an insect?' (No, insects have six.) Post the six group sheets on the wall for the week.
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.
A good is something people make or grow that you can touch. Apples, shoes, books and bikes are goods.
A service is work that one person does for another. A barber cuts hair. A doctor helps sick people get well. A mail carrier brings letters. A bus driver takes people where they need to go.
People pay money for goods and services. A family might buy goods, like milk and bread, at a grocery store. They might pay for a service, like getting the car fixed.
Some places sell both. At a restaurant, the food is a good. Cooking the food and bringing it to your table is a service.
Many people earn money by making goods or doing services. A farmer grows food to sell. A teacher helps children learn. Look around your community. Which goods can you see? Who is doing a service?
Math
Second Grade · Week 26 · Friday · secondgrade.com
Math
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 27. Keep the daily Remember? boxes going. |
| About half right | Ask family members to pick a favorite fruit, tally the answers and make a bar graph. Ask 3 questions: how many in all, how many more, and which has the most. |
| Only a few right | Do the catch-up activity "Tally, Then Graph" daily this week alongside Week 27. Keep graphs to 3 categories at first. |
ELA
Mr. Cruz drives the bus in our town. He is careful and kind. He helps riders who are unsure of their stop. He smiles gladly at everyone.
Second Grade · Week 26 · Friday · secondgrade.com
ELA
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 27. Keep the daily Remember? boxes going. |
| About half right | Practice sentence starters in a short talk: "I agree because …", "I want to add …", "That makes me think of …". Build words with prefix and suffix cards: un + fair, re + fill, help + ful, fear + less. |
| Only a few right | Use one sentence starter in a short talk every day. Play a 5-minute prefix and suffix game with 3 words a day. |
Science
Second Grade · Week 26 · Friday · secondgrade.com
Science
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 27. Keep the daily Remember? boxes going. |
| About half right | Sort 12 animal pictures or toy animals into groups, and name one body feature for each group. |
| Only a few right | Start with 3 groups: fur, feathers and scales. Sort 6 animals a day, then add one new group at a time. |
Second Grade · Week 26 · Friday · secondgrade.com
Social Studies
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 27. Keep the daily Remember? boxes going. |
| About half right | On a walk or drive, list goods you see for sale and people giving services (a mail carrier, a bus driver, a barber). |
| Only a few right | Reread "Goods and Services" together and sort 8 picture cards into goods and services. |
Music · Music from Around the World · All Specials
Music · Week 26
I can learn songs from different places.
| Song | Where it comes from | Language | Heard it |
|---|---|---|---|
Second Grade · Week 26 · secondgrade.com
Math
Picture graphs and bar graphs show survey answers
ELA
Adding my idea onto what someone else said
Science
Sorting animals into groups by their body parts
Try it (10 min): Ask everyone at home: Which do you like best: cats, dogs, fish or birds? Make tally marks, then draw a bar graph.
Talk about it: How many more votes did the winner get than last place?
Try it (10 min): Make an add-on chain about a favorite meal. Each person must start with I want to add on and give one new detail.
Talk about it: How long a chain could you make?
Try it (10 min): Look at the animals in a book, on a walk or in a zoo video. Name each animal's group: mammal, bird, fish, reptile, amphibian or insect.
Talk about it: Which body feature helped you decide?
Try it (10 min): On a walk or a car ride, spot 3 goods and 3 services in your community.
Talk about it: Which service does our family use the most?
We did blank of 4 activities.
Second Grade · Week 26 · secondgrade.com
