Second Grade ELA Academic Packet - Palmetto Es

3y ago
63 Views
3 Downloads
3.83 MB
16 Pages
Last View : 9d ago
Last Download : 4m ago
Upload by : Konnor Frawley
Transcription

Second GradeELA Academic PacketStudent Name SchoolWeek 3April 13-17, 2020Please follow your teacher's instruction on use and return of packets.Por favor siga las instrucciones de su maestro sobre el uso y la devolución de los paquetes.Tanpri swiv enstriksyon pwofesè w sou jan pou w itilize ak retounen pakè yo.Por favor, siga as instruções do professor sobre o uso e o retorno dos pacotes

OCPS Distance Learning PacketGrade 2 ELAWeek of April 13-17, 2020DaySkillInstructionsMondayDescribe howcharacters respond tomajor events andchallenges Review Lesson 9: Describing How Characters Act andcomplete the Think Chart on page 37. Read and recount Joan’s Goats and Moe’s Crows tosomeone. Use the character challenge chart for Monday to namethe main character, describe the challenge they facedand how they responded to the challenge.TuesdayDescribe howcharacters respond tomajor events andchallenges Review the character challenge charts from yesterday. Read A Puppy for Oscar Complete the character challenge chart based on thetext A Puppy for Oscar Reread Joan’s Goats and Moe’s Crows to someone.WednesdayWriting to express anopinion Read and review: Opinion Writing Reread A Puppy for Oscar Opinion Writing : In your opinion, did Oscar respondwell to the challenge? Use evidence from the text tosupport your answer.ThursdayAsking and AnsweringQuestions Read The Snowstorm Complete the character challenge chart. Use yourunderstanding from the chart to complete the multiplechoice questions. Reread Joan’s Goats and Moe’s Crows. Look for andrecord words that contain the long o sound.Write a fewof these words in the space provided.Describe howcharacters respond tomajor events andchallengesFridayAsking and AnsweringQuestionsApplying grade-levelphonics and wordanalysis skills Read and review Using Adjectives and Adverbs toDescribe . Complete the Guided and Independent Practice tasks. Review: What is a Suffix? Reread Joan’s Goats and Moe’s Crows. Look for wordsthat contain these suffixes: -s, -ed, and -ing. Recordtwo examples of each on the chart.Daily: Read a book of your choice for 30 minutes.*Joan’s Goats and Moe’s Crows is a decodable reader that can be found after Friday’s activities. ( Long osound can be made by many vowel combinations. This decodable book focuses on the Long o sound madeby -o as in b o th, -oa , as in J oa n, -oe as in M oe , -ow as in crow, and o e as in home. )** If your student needs assistance with any of the content presented in these lessons, please contact theirteacher. All Orange County Public School teachers are committed to supporting our students throughoutthis distance learning experience. Thank you for all that you do to maintain a strong School/Homeconnection!

IntroductionSection 2 ActivitiesLesson 9Describing How Characters ActLearning TargetDescribing how characters in a story respond toimportant events and challenges will help youunderstand how and why they act the way they do.Read Characters are the people or animals in a story thatface a challenge. A challenge is a problem that needs to besolved. Describing how characters respond to challenges willhelp you get to know them better.Look at the picture. What is the challenge? How doeseach character respond? Think about why each boy actsthat way.I can fix that for you!It’s brokenforever.134Lesson 9 Describing How Characters Act 2020 Curriculum Associates, LLC. All rights reserved. Curriculum Associates, LLCCopying is not permitted.Grade 2 Packet 1, Section 236

Theme: Overcoming ChallengesLesson 9Think Complete the chart. Tell what the challenge is. Then tellhow each character responds to it.What the Challenge IsHow the Characters Respond Little boy Older boyTalk What will make the little boy happy? Use what you see inthe picture to answer.Academic TalkUse these words to talk about the text. respond challenge characters Curriculum Associates, LLCCopying is not permitted. 2020 Curriculum Associates, LLC. All rights reserved.Lesson 9 Describing How Characters ActGrade 2 Packet 1, Section 213537

MondayCharacter Challenge ChartDirections: Read J oan’s Goats and Moe’s Crows then complete the chart.Who is thecharacter?What is the challenge?How did the character respond to thechallenge?TuesdayCharacter Challenge ChartDirections: Read A Puppy for Oscar. Then, complete the character challenge chart. Writethe name of the character, the challenge, and how the character responded to thechallenge.Who is thecharacter?What is the challenge?How did the character respond to thechallenge?

Modeled and Guided InstructionGenre: Realistic FictionReadA PuppyforOscarby Jane Lawrence1Oscar wanted a puppy more than anything in the world.But his mom kept saying they could not have a dog in theirapartment.2“We do not have a yard,” she said. “And a dog needsspace to run.”3Oscar had an idea. There was a city park very close totheir apartment. The park was really big. Maybe part of itcould be turned into a park for dogs. Then Oscar’s puppywould have a place to run!4Now Oscar needed to turn his idea into a plan. Oscarworked very hard. He wrote letters to newspapers. Hewrote to the mayor about his idea for a dog park.Close Reader HabitsHe talked to people about his idea. Then he gotmany of them to sign their names to a lettersaying they wanted a dog park, too.5136It took over a year, but Oscar finally got hisdog park. And then he got what he reallywanted—a new puppy!Lesson 9 Describing How Characters Act 2020 Curriculum Associates, LLC. All rights reserved.Circle a sentence thattells what Oscar’schallenge is.Underline a sentencethat tells how heresponds to thechallenge. Curriculum Associates, LLCCopying is not permitted.Grade 2 Packet 1, Section 238

WednesdayDirections: Today you will be sharing your opinion on whether or not Oscar responded tohis challenge well. Before we do, let’s do a little review.

WednesdayDirections: In your opinion, did Oscar respond to his challenge well? Use evidence from thetext to support your answer. Write your answer in the space provided.

Guided PracticeGenre: Realistic FictionReadSnowstormTheby Annika Pedersen1The wind blew hard, shaking the barn. Outside, thefalling snow whipped this way and that. Inside, Greta andher mother counted the sheep they had just brought downfrom the mountain. One of the sheep was missing, butwhich one? They saw that Lizzie, one of the new lambs,had been left behind.2Greta and her mother started back up the mountain tolook for her, but there wasn’t much time. Already, theycould hardly see a thing in the heavy, blowing snow.“Lizzie! Lizzie!” they called out.3At last, they heard her crying back baa-aa-aa! They hadfound Lizzie, but now they were lost. How would they findtheir way home? Their whole world had gone white!4Then Greta saw a stream nearby. The blinding snowwas still melting in it! She and her mother couldClose Reader Habitsfollow the stream’s twisting dark line downWhat problem dothe mountain. It would lead them back to theGreta and her momhave after they findgate near their barn.5138Greta held the little lamb tight. Soon,everyone would be safe at home.Lesson 9 Describing How Characters Act 2020 Curriculum Associates, LLC. All rights reserved.Lizzie? Underline twosentences that tellyou what challengethey face. Curriculum Associates, LLCCopying is not permitted.Grade 2 Packet 1, Section 244

ThursdayCharacter Challenge ChartDirections: Read The Snowstorm then complete the chart.Who is thecharacter?What is the challenge?How did the character respond to thechallenge?Directions: After reading T he Storm Storm, a nswer questions 1-5 below.1. What caused Greta and her mother to leave the barn?A. They were heading to their house.B. They were missing a sheep.C. They were lost.D. They were cold.2. Why is finding the lost lamb a challenge for Greta and her mother?A. They are not really sure the lamb is still missing.B. They are afraid to leave the sheep alone in the barn.C. They know they will be in great danger from the storm.D. They have already climbed the mountain once and are worn out.3. What does Greta see in the storm that helped her, her mother, and Lizzie get home.A. She saw a barn.B. She saw a houseC. She saw a stream.D. She saw a mountain.4. Which best tells about the challenge that Greta and her mother must face after theyfind Lizzie?A. They have to make sure there aren’t any other lost sheep.B. They can’t see how to get back home in the snowstorm.C. They are getting very cold from the wind and snow.D. They can’t get Lizzie to stop crying baa-aa-aa.(Some questions have been adapted from Curriculum and Associates, Grade 2 Stay At Home Activity -Packet 1, Section 2)

Lesson 26#X.#.#:Using AdjectivesLessonTitleandAdverbs to DescribeIntroductionWhen you write, choose adjectives and adverbs that make yourideas clear and interesting. Use the best adjective you know to tell about a noun. An adjective can tell howsomething looks, smells, tastes, sounds, or feels.Sue heard a squeaky noise.She smelled sweet muffins baking.Bright light came through the window. Use the best adverb you know to tell about a verb. An adverb can tell abouthow, where, or when something happens.Sue woke up late.She dressed quickly.She ran downstairs.Guided PracticeHINT Try eachanswer choice inthe sentence. Doesthe sentence makesense?Choose the adjective or adverb in parentheses ( ) that bestcompletes each sentence. Write the word on the line.1 Sue hears ahorn.(loud happy)2 The bus came(tomorrow!early)3 Sue grabs herbackpack.(warm heavy)4 Dad says, “We have to run(quickly450!”slowly)Language Handbook Lesson 26 Using Adjectives and Adverbs to Describe 2020 Curriculum Associates, LLC. All rights reserved. Curriculum Associates, LLCCopying is not permitted.Grade 2 Packet 1, Section 247

Independent PracticeConventions of Standard EnglishChoose the correct word to complete each sentence.1 The3 She finds anschool bus leepyDempty2 Sue climbsinsideBafterCdownDoutside4 She smiles and waves.toher e ofof LanguageLanguageAseat.Vocabulary Acquisition and Use Curriculum Associates, LLCCopying is not permitted.Language Handbook Lesson 26 Using Adjectives and Adverbs to Describe 2020 Curriculum Associates, LLC. All rights reserved.Grade 2 Packet 1, Section 245148

FridayDirections: Today while you are rereading the decodable reader, J oan’s Goats andMoe’s Crows you will be looking for words that contain the suffixes we’ve learnedthroughout the school year. Here is a quick review.What is a suffix? Suffixes are added to the ending of root words Suffixes change the meaning of the wordToday we will focus on finding words thatcontain these suffixes.-sPlural (more than one)-edPast tense-ingRoot WordSuffix An action or resultMeaning of Word

Grade 2 ELA Week of April 13-17, 2020 Day Skill Instructions Monday . There was a city park very close to their apartment. The park was really big. Maybe part of it could be turned into a park for dogs. Then Oscar s puppy would have a place to run! 4 Now Oscar needed to turn his idea into a plan. Oscar worked very hard. He wrote letters to newspapers. He wrote to the mayor about his idea for .

Related Documents:

ELA ITEMS 5th GRADE SAMPLE ELA ITEMS 7TH GRADE SAMPLE ELA ITEMS 8TH GRADE SAMPLE ELA ITEMS ELA ITEMS . ELA Grade 6 Draft Sample PT Item Form C3 T1, T3, T4 And C4 T2, T3, T4 . ELA.6.PT.3.03.083 C3 T1, T3, T4 And C4 T2, T3, T4 . Sample Item ID: ELA.6.PT.3.03.083 . Title: Young Wonders

Grade 4 NJSLA-ELA were used to create the Grade 5 ELA Start Strong Assessment. Table 1 illustrates these alignments. Table 1: Grade and Content Alignment . Content Area Grade/Course in School Year 2021 – 2022 Content of the Assessment ELA Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8

Teacher of Grade 7 Maths What do you know about a student in your class? . Grade 7 Maths. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 Grade 4 Grade 3 Grade 2 Grade 1 Primary. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 . Learning Skill

A Proud Heritage: African Americans and Pro Football RI, W, SL ELA 1-2 African American Football Pioneers RI, W, SL ELA 3-4 All About Grammar L ELA 5-6 Analyzing Media Messages RI, SL ELA 7-8 Analyzing Poetry RL, RI, W, SL ELA 9-11 Breaking the Color Barrier: The Kansas Comet’s Roommate RL, RI, W, SL ELA 12-13 Descriptive Writing RI, W, L ELA 14

Summer 2018 ELA Course Registration Guide (pg.2) (pg.2) Email Directory and ELA T.Q. Quick Links . ELA 103: The Denver ELA Program ELA 104: Academic Language in the Content Areas .

Acme Packet 1100 Acme Packet 3900 Acme Packet 4600 front bezel hides the fan assemblies without restricting airflow through the system. Acme Acme Packet 6100 Acme Packet 6300 Packet 6300 Acme Packet 6350 The rear of Acme Packet 6300 least one slot reserved for an NIU.

FSA ELA Session Timing The FSA ELA includes the Text-Based Writing Component, administered separately from the rest of FSA ELA to allow time for hand-scoring; will be reported as part of a single ELA score. Headphones are required for all students for Grades 5- 11 ELA listening items (CBT). External keyboards are strongly recommended. 11

Grade 3 FSA ELA / GoodCause Grade 3 FSA ELA Scores – Per F.S. 1008.22(5)(b), to be promoted to grade 4, a student must scorea Level 2 or higher on the Grade 3 FSA ELA Readingassessment. – Students who score a Level 1 on ELA may qualify for a good cause exemption for promotion to Grade