Cash Class Reads

Sunday, September 20, 2015

Week 3 - Objectives

Unit 1: Lesson 3 The Elves and the Shoemaker 9/21 - 9/25
Preparing to Read	Read & Respond	Language Arts
Review Lesson 1 & 2 Long a - spelled a and a_e Long i - spelled i and i_e Long o - spelled o and o_e Long u - spelled u and u_e HFW another, many	Comprehension Strategies: - Asking Questions - Predicting - Clarifying Comprehension Skills: - Sequence Literary Elements: - Character Dialogue - Characterization Fluency - Expression use dialogue by reading in a different voice and with more expression	Spelling label gate made vine wild bonus zero spoke huge use Grammar - Verbs (Helping and Linking) Cursive - i and t Writing a Fairy Tale

Vocabulary

OPTIONAL
Vocabulary Activities for Home

Use the template below for the vocabulary words from
The Elves and the Shoemaker.

Additional words to use from the story -

peacefully, amazement, usual, customers, skipped

	noun person, place, thing, or animal	adjective describes a noun	verb shows action
Definition
Sentence
Does this word have multiple meanings? If so, write the definition and use it in a sentence.

Question Generators

1. Why do you think the elves did not want to tell the shoemaker and his wife that they were making the shoes each night?

2. Do you think it was a good idea for the elves to help the shoemaker when he did not ask them for help?

3. Just because the elves helped the shoemaker and his wife, does that mean that they have to do something kind for the elves?

4. Why do you think the shoemaker and his wife chose to help the elves without them knowing about it?

5. What would have happened to the elves if the shoemaker and his wife chose not to help them?

Writing A Fantasy

Math

Understand place value.

2.NBT.A.1
Understand that the three digits of a three-digit number represent amounts of
hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.

1. Understand the following as special cases:
100 can be thought of as a bundle of ten tens — called a "hundred."

2. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900
refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

2.NBT.A.2
Count within 1000; skip-count by 5s, 10s, and 100s.

2.NBT.A.3
Read and write numbers to 1000 using base-ten numerals,
number names, and expanded form.

2.NBT.A.4
Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

OPTIONAL
Math Activities for Home

Review, Practice, and Enrichment

Science

Structures and Functions of Living Organisms
2.L.1 Understand animal life cycles.
2.L.1.1 Summarize the life cycle of animals: • Birth • Developing into an adult • Reproducing • Aging and death	2.L.1.2 Compare life cycles of different animals such as, but not limited to, mealworms, ladybugs, crickets, guppies or frogs.
Evolution and Genetics
2.L.2 Remember that organisms differ from or are similar to their parents based on the characteristics of the organism.
2.L.2.1 Identify ways in which many plants and animals closely resemble their parents in observed appearance and ways they are different.	2.L.2.2 Recognize that there is variation among individuals that are related.

Santa's Helpers
Santas Helpers Download

Week 3 - Sunshine Math - OPTIONAL Enrichment Activities to Complete at Home

Sunshine Math

Week 3

Wednesday, September 16, 2015

Math Fluency and Solving Word Problems - OPTIONAL INFORMATION

2.OA.1

Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

Second Grade students extend their work with addition and subtraction

word problems in two major ways.

1. They represent and solve word problems within 100,

building upon their previous work to 20.

2. They represent and solve one and two-step word problems of all three types

Result Unknown, Change Unknown, Start Unknown

One-step word problems use one operation.

Two-step word problems use two operations

which may include the same operation or opposite operations.

One Step Word Problem One Operation	Two-Step Word Problem Two Operations, Same	Two-Step Word Problem Two Operations, Opposite
There are 15 stickers on the page. Brittany put some more stickers on the page. There are now 22 stickers on the page. How many stickers did Brittany put on the page? 15 + n = 22 n = 7 OR 22 – 15 = n n = 7	There are 9 blue marbles and 6 red marbles in the bag. Maria put in 8 more marbles. How many marbles are in the bag now? 9 + 6 = n n = 14 14 + 8 = n n = 22 OR 9 + 6 + 8 = n n = 22	There are 9 peas on the plate. Carlos ate 5 peas. Mother put 7 more peas on the plate. How many peas are on the plate now? 9 - 5 = n n = 4 4 + 7 = n n = 11 OR 9 –5 + 7 = n n = 11

Add to	One-Step Word Problem Some bunnies were sitting on the grass. Three more bunnies hopped there. Then there were five bunnies. How many bunnies were on the grass before? n + 3 = 5
Take from	One-Step Problem Some apples were on the table. I ate two apples. Then there were three apples. How many apples were on the table before? n – 2 = 3
Compare	One-Step Problem (Version with “more”): Julie has 3 more apples than Lucy. Julie has five apples. How many apples does Lucy have? 3 + 5 = n
Compare	One-Step Problem (Version with “fewer”): Lucy has three fewer apples than Julie. Julie has five apples. How many apples does Lucy have? 5 - 3 = n

2.OA.2 Fluently add and subtract within 20 using mental strategies.

By end of Grade 2, know from memory all sums of two one-digit numbers.

Mental Strategies

· Counting on

· Making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14)

· Subtracting a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9)

· Using the relationship between addition and subtraction

(e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4)

· Creating equivalent but easier or known sums
(e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 13, 12 + 1 = 13

Developing Fluency for Addition & Subtraction within 20

Example: 9 + 5= __

Student A

Counting On

I started at 9 and then counted 5 more. I landed on 14.

Student B

Subtracting a Number-Leading to a Ten

I know that 9 and 1 is 10, so I broke 5 into 1 and 4. 9 plus 1 is 10. Then I have to add 4 more, which is 14.

Example: 13 - 9 = __

Student A

Using the Relationship between Addition and Subtraction

I know that 9 plus 4 equals 13.

So 13 minus 9 is 4.

Student B

Creating an Easier Problem

Instead of 13 minus 9, I added 1 to each of the numbers to make the problem 14 minus 10. I know the answer is 4. So 13 minus 9 is also 4.

Sunday, September 13, 2015

Week 2 - Objectives

Unit 1: Lesson 2 For the Love of Our Earth 9/14 - 9/118
Preparing to Read	Read & Respond	Language Arts
Long /o/ spelled o and o_e Long /u/ spelled u and u_e High Frequency Words both, cold, hold, open, buy, goes	Comprehension Strategies: - Summarizing - Making Connections Comprehension Skills: - Drawing Conclusions	Spelling menu curl unit fuse mule nose most joke vote soda Grammar - Action Verbs