Quarter 4 · Detailed day-by-day lesson plans · Days 151–155
0 of 15 lessons done this week
Week 31 begins the year-end review with two-step word problems across math domains. Readers review literature comprehension across genres and revisit decoding strategies.
Build a multi-step problem from a real shopping trip together.
Word-problem set, mixed-genre book stack
Multi-Step Word Problems Across Domains
Review, Word Problems & Consolidation · All Grade 2 CCSS-M Standards
Assessment: Solve 6 two-step word problems using multiple strategies
Literature Comprehension Review
Phonics: All decoding strategies review
Writing: Writing across genres review
Review, Projects & Science Fair
Review of all Grade 2 science standards; K-2-ETS1-1, K-2-ETS1-3 (science fair)
Students will solve two-step addition word problems by drawing a model and writing an equation with a symbol for the unknown (2.OA.A.1, 2.NBT.B.5).
3 quick questions from earlier weeks · about 3 minutes
Warm-Up
Last week ended with equal shares, so start with a quick bridge: fold one paper into halves and one into fourths, then ask which piece is bigger. Then write 38 + 25 and 62 + 19 on the board and have your child solve both mentally, saying the strategy out loud (make a ten, add tens then ones).
Mini-Lesson
Introduce Unit 6: 'For the next six weeks we are visiting every big idea from the year, and at the end you will plan a class picnic using all of it.' Review two-step addition problems (first taught Week 13): 'Maya had 27 stickers. She got 15 more on Monday and 8 more on Tuesday. How many now?' Model a bar model with three parts, write 27 + 15 + 8 = ?, and solve by adding 27 + 15 = 42, then 42 + 8 = 50.
Practice
Your child solves three problems with a bar model and an equation for each: 'A jar has 46 beans. Dad adds 23, then Grandma adds 9. How many beans?' (78). 'Leo read 18 pages, then 24 pages, then 12 pages. How many pages?' (54). 'A bus had 35 riders. 17 got on at the park and 6 got on at the library. How many riders?' (58). Check that the model matches the story before checking the answer.
Wrap-Up
Start the Unit 6 math portfolio: label a folder 'My Grade 2 Math' and put today's best bar model inside. Ask: 'Which step did you do first, and how did you know?'
Students will ask and answer who, what, where, when, why, and how questions about a story (RL.2.1, first taught in Week 1) and review long vowel teams while planning a narrative.
3 quick questions from earlier weeks · about 3 minutes
Read-Aloud
Read 'A List' from Frog and Toad Together by Arnold Lobel. Before reading, say: 'Way back in Week 1 we learned that good readers ask questions. Keep one who, one what, and one why question in your head.' Stop after Toad's list blows away and have your child ask you one of the three questions out loud.
Mini-Lesson
Write the six question words (who, what, where, when, why, how) on index cards and lay them in a row. Model answering 'Why can't Toad do anything after the list blows away?' by pointing to the exact page and reading the line that proves it. Say: 'An answer from the book beats an answer from my head.'
Guided Reading
Your child rereads 'A List' aloud, then draws one question card at a time and answers each with a finger on the page. Record answers on a 'Question and Answer' page in the reading notebook, in complete sentences.
Writing Workshop
Genre review, day one: narrative (first taught in Week 3 and Week 25). Your child makes a list, just like Toad, of five things that happened yesterday, then circles the most interesting one to become this week's small-moment story. Have them write the first two sentences today, telling who was there and where it happened.
Phonics
Vowel team review from Week 2 (ai, ay, ee, ea). Dictate: rain, stay, sleep, meal, wait, play, green, dream. Your child writes each, underlines the team, and reads the list back at speed.
Students will describe the stages of a plant life cycle and begin a sprouting investigation to observe the first stage firsthand (2-LS4-1, review of 2-LS2-1).
Science Question of the Week
Ask: 'Last week we learned how animals are adapted to survive. What does a living thing need to do to keep its kind going?' Write the word 'life cycle' on an index card and say: every living thing is born, grows, makes new living things, and dies, and the circle starts again.
Investigation
Fold a damp paper towel, tuck 4 dried beans (pinto or kidney from the pantry) inside, and slide it into a zip bag taped to a sunny window. Have your child draw the bag and beans on day 1 of a 'Bean Diary' page and write the date. Then lay out 4 index cards labeled seed, sprout, plant with flowers, plant with seed pods and have your child arrange them in a circle with arrows, explaining what happens at each arrow.
Wrap-Up
Ask: 'Why do I draw the arrows in a circle instead of a straight line?' Listen for the idea that the last stage makes new seeds and the cycle repeats. Support: give the sentence frame 'The seed pods make new ____.' Stretch: ask what would happen to the cycle if bees never visited the flowers, linking back to pollination from Week 11.
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.
All living things have a life cycle. A life cycle is the way a living thing is born, grows and changes.
Many frogs lay their eggs in a pond. The eggs are soft and jelly-like, and they often float together in a clump.
A tadpole hatches from each egg. A tadpole lives in the water and has a long tail for swimming. It breathes with gills, like a fish.
Slowly, the tadpole changes. It grows back legs. Then it grows front legs. Its tail gets shorter and shorter. Now it is a froglet, a young frog.
The froglet grows into an adult frog. It can hop onto land and breathe air. One day, the adult frog lays eggs, and the life cycle starts again.
A butterfly has a life cycle, too: egg, caterpillar, chrysalis, then butterfly. How are the two life cycles alike?
Math
Second Grade · Week 31 · Friday · secondgrade.com
Math
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 32. Keep the daily Remember? boxes going. |
| About half right | Act out each missed problem with coins or beans, one step at a time. Write the equation for each step before moving on. |
| Only a few right | Do the catch-up activity "One Step at a Time" for 10 minutes a day this week. Keep numbers within 50 at first, alongside Week 32. |
ELA
Second Grade · Week 31 · Friday · secondgrade.com
ELA
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 32. Keep the daily Remember? boxes going. |
| About half right | Make a bookmark listing 4 word strategies (sound it out, find parts, split syllables, reread). Sort 3 short pieces of writing by kind. |
| Only a few right | Read aloud together daily and stop at one hard word to try a strategy. Write one sentence of each writing kind this week, one per day. |
Science
Second Grade · Week 31 · Friday · secondgrade.com
Science
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 32. Keep the daily Remember? boxes going. |
| About half right | Draw a life cycle wheel for a frog together, then do the same for a butterfly. Talk about how they are alike and different. |
| Only a few right | Reread "From Egg to Frog" together and order 4 picture cards: egg, tadpole, froglet, adult frog. |
Second Grade · Week 31 · Friday · secondgrade.com
Social Studies
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 32. Keep the daily Remember? boxes going. |
| About half right | On a walk or drive, name 3 goods and 3 services you see, and a producer for each. |
| Only a few right | Make a two-column chart of "Goods" and "Services" together and add one item each day. |
PE · Fitness Testing & Field Day · All Specials
PE · Week 31
I can measure my own personal best.
| Activity | Try 1 | Try 2 |
|---|---|---|
You need: a timer, water
Second Grade · Week 31 · secondgrade.com
Math
Solving word problems one step at a time
ELA
Good readers ask and answer questions
Science
Living things are born, grow and make more
Try it (10 min): Make up a two-step story at the store or in the car, such as "We had 24 grapes, ate 9, then added 10." Your child solves it and checks it.
Talk about it: What did you find first, and how did you know?
Try it (10 min): Read a short story together. Your child asks you one who, one why and one how question about it, and you answer.
Talk about it: Which question was the hardest to answer? Why?
Try it (10 min): Look at a fruit or vegetable with seeds, such as an apple or a pepper. Find the seeds and talk about what they could grow into.
Talk about it: What stage of the life cycle is a seed?
Try it (10 min): On a walk or drive, name one good you see for sale and one service someone is doing, such as a bus driver or a mail carrier.
Talk about it: Which producers helped make something in our home today?
We did blank of 4 activities.
Second Grade · Week 31 · secondgrade.com
