Week 26, Friday: Demonstrate that they can draw · Hold an assessed conversation about saving

Day 130 · 3 lessons · 140 min

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Math

Students will demonstrate that they can draw and interpret picture graphs and bar graphs and solve comparison problems from them (2.MD.D.10).

Done

Remember?

3 quick questions from earlier weeks · about 3 minutes

16 − 7 = ? Facts to 20
A line plot shows 3 Xs over 4 inches, 2 Xs over 5 inches, 3 Xs over 6 inches. How many objects were measured? Week 25
Is breakfast usually in the a.m. or the p.m.? Week 23

9
8
a.m.

Standards Addressed

2.MD.D.10 2.OA.A.1

Activities

10 min

Warm-Up

Show the coin bar graph and ask five rapid questions: 'How tall is the dime bar? Which bar is shortest? How many coins in all? How many more pennies than quarters? Which two bars are closest in height?'

15 min

Review Mini-Lesson

List the parts of a good graph together: title, category labels, number labels or a key, and bars or pictures that start at the same line. Have your child check each graph from the week and star every part they included.

15 min

Weekly Assessment

Give your child this data from a pretend survey: dogs 6, cats 4, fish 2, birds 3. They draw a picture graph with a key of one picture per vote and a bar graph on grid paper, both with titles and labels. Then they answer: 'How many more dogs than fish? How many pets in all? Which two animals together equal 6?'

5 min

Wrap-Up

Reflect: 'When would you pick a bar graph instead of a line plot?' Preview next week: 'We are leaving numbers for a bit and hunting for shapes around the house.'

Materials Needed

coin bar graph from Wednesdaygrid paperpaperpencilcrayons

Assessment

Draw and interpret picture graphs and bar graphs; solve comparison problems

Related Resources

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

English Language Arts

Students will hold an assessed conversation about saving and spending using stems, add-ons, and clarification questions, and publish a Words at Work mini-dictionary (SL.2.1a, SL.2.1b, SL.2.1c, L.2.5a).

Done

Remember?

3 quick questions from earlier weeks · about 3 minutes

Name two rules for a good group talk. Week 25
A long word is hard to read. Should you skip it or look for smaller parts? Week 23
Is 'jump' a noun or a verb? Grammar and spelling

Standards Addressed

SL.2.1a SL.2.1b SL.2.1c +3 more

Activities

10 min

Reading Celebration

Reread the last page of 'A Chair for My Mother' where Rosa falls asleep in the chair. Ask: 'Last week CJ noticed what was beautiful. What does Rosa's family notice that matters?' and compare the two endings with a stem.

A Chair for My Mother

15 min

Conversation Assessment

Hold a five-minute conversation on 'Is it better to save or to spend?' and, if you can, record it on a phone. Score with a four-item checklist: used a stem, added on with a new detail, asked a clarification question, stayed on topic. Listen back together and let your child find one example of each.

phone or recorderchecklist on index cardpencil

15 min

Publishing and Author's Chair: Words at Work

Your child chooses six words from the Words at Work page, copies each onto its own page with the real-life sentence and picture, and staples the pages into a mini-dictionary. Your child reads it from the author's chair and you respond with 'That reminds me of ...'.

plain paperstaplercrayonspencil

10 min

Phonics Check: Prefixes and Suffixes

Dictate eight words: unhappy, reread, preheat, careful, useless, quickly, kindness, unlock. Then dictate 'She was thankful and helpful.' Your child marks each prefix and suffix after writing.

writing notebookpencil

15 min

Independent Reading

Fifteen minutes of independent reading in a library book, ending with one new word your child found and where it might be used in real life.

library book

Materials Needed

A Chair for My Mother by Vera B. Williamsphone or recorderchecklist on index cardpencilplain paperstaplercrayonswriting notebooklibrary book

Assessment

Recorded five-minute conversation scored on four items (stem used, add-on with detail, clarification question, stayed on topic); Words at Work mini-dictionary with six words connected to real life; dictation of eight prefix and suffix words.

Related Resources

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

Science

Students will explain that scientists group living things by shared features and create a poster showing the major animal groups with one example each (2-LS4-1).

Done

Standards Addressed

2-LS4-1

Activities

10 min

Drawing Conclusions

Ask: 'Why do scientists put living things in groups?' Guide toward 'to keep track, to compare, and to know what a new animal might need.' Your child writes the big idea: 'Living things are grouped by features we can see, like feathers, fur, scales, or six legs.' Then ask which group had the most members in last week's yard survey (usually insects).

notebookpencil

15 min

Art Connection: Animal Groups Poster

On a poster sheet, divide the space into six boxes labeled Mammals, Birds, Reptiles, Amphibians, Fish, Insects. In each box, your child draws one favorite animal and writes the group's key feature. Add a decorative border of the plants and fungi from Wednesday. Hang it in the science corner for the rest of the unit.

poster papermarkerscolored pencils

5 min

Week Reflection

Ask: 'Which animal was the hardest to classify this week, and how did you decide?' Preview next week: 'Now that we know the groups, we will find out how they need each other.'

Materials Needed

notebookpencilposter papermarkerscolored pencils

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 26 · Friday

I can get ready to show what I know about graphs.

Get ready. Circle the answer.

Every graph needs a ____.titlecolor
On a picture graph, each star = 1 book. A row has 6 stars. How many books?16
Which graph shows favorite colors?line plotbar graph

Quick review.

A bar goes up to 8. Another goes up to 3. How much taller is the first bar?
4 bundles of 5 tally marks. How many votes?
When would you pick a bar graph instead of a line plot?

How did it go? Great Okay Tricky

ELA practice · Week 26 · Friday

I can use word parts and share my ideas about saving and spending.

Add a prefix or suffix to make a new word. Use un-, re-, pre-, -ful, -less or -ly.

not happy = ____
fill again = ____
full of hope = ____
without a spot = ____
in a slow way = ____

Is it better to save or to spend?

Start with a stem: I think ... because ...
Words at Work: pick one word from this week. Write a real-life sentence and draw a tiny picture.

How did it go? Great Okay Tricky

Science practice · Week 26 · Friday

I can tell the key feature of each animal group.

My animal groups poster. Write each group's key feature. Draw one animal for each group.

Group	Key feature	My animal

Mammals have ____.
Birds have ____.
Insects have ____ legs.
Fish have fins and ____.

Think and answer.

Why do scientists put living things into groups?
Which animal was hardest to sort this week? How did you decide?

How did it go? Great Okay Tricky