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Scroll to the bottom of the page for a checklist with this week's activities. Feel free to print a copy or make your own!
Scroll to the bottom of the page for a checklist with this week's activities. Feel free to print a copy or make your own!
Thank you for all you are doing to provide an amazing support system for your child through his/her learning experience. On this page you will find a list of activities for your child to explore during his/her learning extension days. Please remember that we are here to help and support you along the way.
Please contact us for clarification, support, or questions.
REMOTE STUDENTS: PLEASE BE SURE YOU ARE CONNECTED TO YOUR CLASS ON SEESAW :)
REMOTE STUDENTS: PLEASE BE SURE YOU ARE CONNECTED TO YOUR CLASS ON SEESAW :)
Cohort B/D Independent Assignments for 12/14 and 12/15
Cohort B/D Independent Assignments for 12/14 and 12/15
Cohort A/C Independent Assignments for 12/16 and 12/17
Cohort A/C Independent Assignments for 12/16 and 12/17
Flex day (Friday) can be used for independent practice of skills, extension activities, or catching up on unfinished work.
** Keep in mind, these activities can be spread out among independent work days.**
Week 14
Week 14
1. Attendance: Please complete this form on each of your child's 3 independent work days (unless they attend an optional zoom).
1. Attendance: Please complete this form on each of your child's 3 independent work days (unless they attend an optional zoom).
B. Complete the form
B. Complete the form
2. Remember, the best way to become a better reader is to READ!
2. Remember, the best way to become a better reader is to READ!
A. Read for 30 minutes each day.
A. Read for 30 minutes each day.
Please read on Literacy Footprints for 20 minutes and 10 minutes of choice reading (books at home, Epic, etc).
Please read on Literacy Footprints for 20 minutes and 10 minutes of choice reading (books at home, Epic, etc).
B. Read your favorite holiday book with your family. The Elves and the Shoemaker and Hanukkah in Alaska are linked below for your enjoyment.
B. Read your favorite holiday book with your family. The Elves and the Shoemaker and Hanukkah in Alaska are linked below for your enjoyment.
Literacy!
Literacy!
Math!
Math!
3. This week's math in review:
3. This week's math in review:
We have been learning about adding two digit numbers together. The strategy we learned this week is using partial sums. Watch the video below while referring to the example on page 145. Remember that we are learning different strategies to add double digit numbers because different brains learn different ways!
We have been learning about adding two digit numbers together. The strategy we learned this week is using partial sums. Watch the video below while referring to the example on page 145. Remember that we are learning different strategies to add double digit numbers because different brains learn different ways!
Using Partial Sums to Add with Mrs. Flanders
Using Partial Sums to Add with Mrs. Flanders
Partial Sums.MOVA. Watch the video above to review the partial sums method. Complete page 203-204 in the EnVisions math book, numbers 1-8. Looking for a challenge? Try out numbers 9-11.
A. Watch the video above to review the partial sums method. Complete page 203-204 in the EnVisions math book, numbers 1-8. Looking for a challenge? Try out numbers 9-11.
B. Post EnVisions pages 203-204 on Seesaw.
B. Post EnVisions pages 203-204 on Seesaw.
C. Fact fluency is VERY IMPORTANT when working with double digit addition. When your child knows facts fluently, that means he/she is able to determine the answer to an equation with sums to 20 with automaticity. (This means knowing the answer automatically without using his/her fingers, manipulatives, or counting on.) It is imperative that all second graders practice fact fluency for a minimum of ten minutes per day. Please spend 10 minutes practicing fact fluency on XtraMath. (10 minutes/day) You may also consider having your child practice with flash cards or another preferred tool for additional practice.
C. Fact fluency is VERY IMPORTANT when working with double digit addition. When your child knows facts fluently, that means he/she is able to determine the answer to an equation with sums to 20 with automaticity. (This means knowing the answer automatically without using his/her fingers, manipulatives, or counting on.) It is imperative that all second graders practice fact fluency for a minimum of ten minutes per day. Please spend 10 minutes practicing fact fluency on XtraMath. (10 minutes/day) You may also consider having your child practice with flash cards or another preferred tool for additional practice.
D. Play Prodigy to keep your math brain working! (10 minutes/day)
D. Play Prodigy to keep your math brain working! (10 minutes/day)
Social Emotional Learning
Social Emotional Learning
4. This week we learned about being confident. For your independent work, share an example of something you are confident in with your teacher on Seesaw. Be sure to include what you did to gain confidence.
4. This week we learned about being confident. For your independent work, share an example of something you are confident in with your teacher on Seesaw. Be sure to include what you did to gain confidence.
You might consider making a video, share a picture of your writing, make a song or poem, or find another creative way to share.
You might consider making a video, share a picture of your writing, make a song or poem, or find another creative way to share.
Science!
Science!
5. We are continuing our exploration of how plants and animals are connected.
5. We are continuing our exploration of how plants and animals are connected.
Goal- For Students to understand and be able to discuss our 9 main vocab words
Goal- For Students to understand and be able to discuss our 9 main vocab words
Predator- animal that hunts other animals
Predator- animal that hunts other animals
Prey- animal that is hunted by other animals
Prey- animal that is hunted by other animals
Producer- living things that make own food
Producer- living things that make own food
Consumer- living things that eat plants/animals to get energy
Consumer- living things that eat plants/animals to get energy
Decomposer- organisms that eat dead material and break them down to create food for soil.
Decomposer- organisms that eat dead material and break them down to create food for soil.
Herbivore- animal that eats only plants
Herbivore- animal that eats only plants
Carnivore- animal that eats only meat (other animals)
Carnivore- animal that eats only meat (other animals)
Omnivore- animal that eats both plants and animals
Omnivore- animal that eats both plants and animals
Food Chain/Web- food relationships between plants/animals in their habitat
Food Chain/Web- food relationships between plants/animals in their habitat
Assignment-Example is posted below.
Assignment-Example is posted below.
In class we have been working on using our Science Notebook to take notes.
A. In science notebooks, students will list each word from above and write the basic definition next to them.
B. Add to these definitions with examples and sketches to help build understanding of each word.
C. Explore ways to help understand the words and definitions (Example: highlight the words and important parts of the definition.)
· Students can rewatch Science Videos from Week 12 & 13 to use for their notes.
6. We have been working recently on adding dialogue to the books we are writing. Authors add dialogue in a story to keep the reader engaged, to let the reader know who is talking, and to make the book more interesting.
6. We have been working recently on adding dialogue to the books we are writing. Authors add dialogue in a story to keep the reader engaged, to let the reader know who is talking, and to make the book more interesting.
A. Check out the slides below about adding dialogue and why doing so is important.
B. Reread your beginning, middle, and end. Be sure to include dialogue on each page of your story. Remember that the reader will know someone is talking when they see quotation marks. These are some questions to consider when creating dialogue:
Decide who is going to talk.
What is that person going to say?
How is it going to be said? (whispered, yelled, etc.)
C. Post pictures of the rough draft story on Seesaw (each page) including the dialogue. Next week we will begin editing, so this is not the final copy. Seeing writing from this week will help guide instruction in the next week. Even if you have posted the book on Seesaw previously, please post again this week. If you would like to read your story as well, you can also post a video.
Writing
Writing
7. Check out the Unified Arts Extension Activities
7. Check out the Unified Arts Extension Activities
Please have your child complete an extension for each UA class they do not have live this week. Contact the UA teacher(s) if you are unsure which lesson to complete.
sarah.croteau@sau26.org (LMS/Library)
matthew.mcginnis@sau26.org (Music)
jennifer.saucier@sau26.org (PE)
kate.viands@sau26.org (Art)
Unified Arts!
Unified Arts!
** Keep in mind, these activities can be spread out among independent work days.**
** Keep in mind, these activities can be spread out among independent work days.**
Use the checklist below to help keep track of your activities for the week. Feel free to print a copy of this for yourself at home or write out your own!
Use the checklist below to help keep track of your activities for the week. Feel free to print a copy of this for yourself at home or write out your own!
Checklist Weekly Assignments Week 14.pdfPage updated
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