Second Grade Families,

We hope this finds your family safe and sound. As you look through this packet of work for the week, please remember a couple of things.

1. This packet is designed for the entire week. Just work on it a little bit each day.

2. Many of our assignments have a few different options. You only need to choose one (although you can do more).

3. Please contact your teacher if you have any questions. We want to help. You can also turn in work throughout the week.

4. Mrs. Salter has asked us to remind you to be sure your child’s name and teacher’s name are on the turned in packet. Thanks in advance!

Reading Practice

For the reading sheets provided, select one and ask someone to time you for one minute. He/she can make note of any mistakes. At the end of one minute count up the number of words you read correctly. Write it down. This is your COLD read. Practice reading the whole passage a few times during the week and have someone time you again. Your final read is your HOT read.

Send your teacher your starting and ending scores.

Last week we included a list of sight words from the year. You can have your child read over those as you see fit.

Spelling Practice

Practice the words each day. You can practice the same way each day or choose a different way to practice. Some choices include: sorting the words by spelling pattern; writing the words in different colors, sidewalk chalk, shaving cream, pudding, rice, sand, etc.; create a chant for the word (i.e., bec-ause); sing the spelling of the word to a favorite tune, or one that you can come up with. :)

Writing

Students should write every day. They can use the choices we have provided in the packet, or something of their choice. However, they should be using correct capitalization, punctuation, and checking their spelling.

Math

Mixed Practice - pay attention to the sign for each problem. Use strategies from the previous two weeks.

Writing numbers in different forms - use the given Standard, Expanded or Written (Word) Form and write the missing two for each number. *There is no “and” between the hundreds and tens in Written Form. The and is used only at decimals.

Comparing Numbers - On the paper this week, students will work on comparing two numbers and using >, <, or =.

One of the ways we help students remember which symbol to use is to think of > (greater than) and < (less than) as alligators who always like to eat the larger number.

Greater Gator only eats the greater number when it is first: 54 > 31.

His brother Less Gator only eats the greater number when it is on the right: 31 < 54.

When writing the symbols students should make sure they have two diagonal lines so they don’t end up making a seven (or backward seven).

When comparing numbers students should start at the left of both numbers and work to the right. For this week students will start at the tens. If a number has more tens than the other, it is the greater number regardless of the ones.

75 > 29 (7 tens is greater than 2 tens)

If the tens are the same, students should then look at the ones.

63 < 67 (6 tens are the same, but 3 ones are less than 7 ones)

Name

Comprehension and Fluency

Read the passage. Use the reread strategy to check your understanding of new information or difficult facts.

Tsunamis

What Is a Tsunami?

You may have seen big waves at the beach. Now imagine waves that reach a height of over 100 feet tall! Tsunamis are a set of ocean waves that rush over land. The waves look like giant walls of water.

Tsunamis have different causes. One event is an undersea earthquake that causes the ocean floor to move and shake. Other causes are underwater landslides or volcanoes. These strong actions build tsunami waves. The waves head for sho re, the land along the ocean.

When the tsunami waves start, they may be just one foot high. They extend, or reach, deep down into the ocean.

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The waves travel toward sho re. The waves can move up to 500 miles per hour. That’s as fast as a jet plane.

As the waves reach shallow water near land, they slow down. They start to squeeze together. This pushes them higher. Then the big waves hit the shore.

Damage from a Tsunami

Tsunamis cause lots of damage and harm. They can hurt people. They can smash houses and knock down trees. They can cause flooding. They can make drinking water unsafe.

Tsunami Warnings

There are systems in place to warn, or tell, people about tsunamis. People find out th e big waves are coming. Then they move to higher ground to stay safe from the tsunamis.

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Comprehension and Fluency

Read the passage. Use the reread strategy to check your understanding of new information or difficult facts.

TsunamisWhat Is a Tsunami?

You may have seen big waves at the beach. Now imagine waves that reach a height of over 100 feet tall! Tsunamis are a set of ocean waves that ov erflow and flood land . The waves look like giant walls of water.

Tsunamis have different causes. One event is an undersea earthquake that causes the ocean floor tomove and shake. Other causes are underwater landslides and volcanoes. These strong actions generate, or cause, tsunami waves that set off toward shore.

At first, the tsunami waves may mea sure just one foot high. They extend deep down into the ocean. The waves travel toward shore, moving up to 500 miles per hour. That’s as fast as a jet plane.

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As the waves reach sha llow water near land, they slow down. They start to squeeze together. This pushes them higher. Then the big waves hit the shore.

Damage from a Tsunami

Tsunamis cause lots of destru ction. They can hurt people, smash houses, and knock down trees. They can cause flooding. They can make drinking water unsafe.

Tsunami Warnings

There are systems in place to warn people about tsunamis. People learn that the big waves are coming. Then they move to higher ground to stay safe.

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Decodable Passages30

PhonicsName

Lee Tells Silly Tales

Lee likes to tell funny, silly tales. He tells tales of his dreams. Lee had a silly dream of a queen.

A queen sees nineteen green beans in the mud. The land is steep and she cannot get to them. The queen tells a bee to get the beans. But the bee will not speak.

“Please, bee. I am too weak,” weeps the queen. The bee tells three fleas to help. The queen, bee, and fleas get the beans. They eat the beans at a feast. The beans are a yummy treat!

ActivityActivityWrite another tale that Lee would tell.

Long e: e, ee, ea,

ie, y, ey, e_e

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Comparing Numbers (A)Compare using <, >, or =

48 79 7 74 28 69 99 44

5 37 45 43 87 49 44 24

26 7 21 13 93 9 7 85

46 92 64 5 22 21 82 86

7 99 88 67 5 62 54 7

7 8 66 6 82 66 43 99

47 45 4 25 73 8 79 46

27 5 43 73 8 58 59 23

66 9 94 64 59 16 46 97

45 57 89 32 69 8 79 52

16 99 84 24 43 52 64 16

53 55 64 85 12 29 1 9

49 53 28 4 27 8 66 77

48 67 16 73 15 2 53 0

55 62 6 4 52 4 28 14

86 11 42 79 37 86 97 39

65 86 82 6 17 32 17 68

22 82 25 41 39 34 3 44

28 66 68 89 21 43 75 14

89 9 34 6 46 78 15 28

Math-Drills.com

Standard, Expanded and Written Forms (E)Name: Date:

Write each number in standard, expanded, and written forms.

Standard Expanded Written

500 + 40 + 8

nine hundred seventy-three

504

425

two hundred eighty-four

700 + 10

170

ive hundred thirty-eight

Math-Drills.com

Adding/Subtracting 2-Digit Numbers (F)Name: Date:

Calculate each sum or difference.

84− 38

48+ 81

47+ 58

62+ 81

99− 56

59+ 35

78− 49

44− 34

36+ 61

17+ 45

42− 38

86− 72

71− 45

70+ 67

75− 47

26− 22

11+ 18

60− 25

35+ 51

83+ 59

80− 26

33+ 51

98− 18

60− 31

24+ 54

Math-Drills.com

Writing Plant Journal

This spring, if we were in school, you would have been learning about plants and how they grow. A plant journal is a fun way to combine art, science and writing. Use any paper you have or the paper provided, to write journal entries about the changes you see in your plants. If you don’t have a garden and don’t have anywhere to plant, you can look at plants near where you live or here is another option. The steps to grow an avocado tree right in your kitchen (or anywhere that has light).

1. Remove the pit from the avocado and clean 2. Locate which end is “up” (the pointy part) 3. Pierce with toothpicks (ask for family help with this) 4. Place the avocado seed half submerged in a glass of water 5. Wait for your avocado seed to sprout 6. Pot in soil when plant is about 6” tall 7. Water and watch it grow!

Dear Families, Spelling! Spelling! Spelling! It is so tricky with so many spelling patterns to learn. Here

are a couple of lists to choose from. We suggest that at the beginning of the week, you do a “pre-test” to find which words your student does or does not know, have them practice them in different ways throughout the week, and then do a “post-test” at the end of the week. Some activities could include: rainbow writing (use different colors to write the words; cover, copy, write (whereby the student reads the word, spells it out loud, copies the word, and then covers it up and rewrites it); sort the words by spelling pattern ; sort the words by spelling pattern again; write the words in rice, shaving cream, pudding, etc.; or come up with your own idea! You can also download the spellingcity app for your device. The goal is to practice the words over and over and over again, in whichever way works best for your student. Let us know if you have any questions! Second Grade Team Mrs. McOmie & Ms. Petersen Mr. Tabb Mrs. VanDomelen Spelling List A Spelling List B Spelling List C Spelling List A Spelling List B Spelling List C Long i: igh, i Long e: e, ee, ea, r-controlled vowels: are, air, y, ie ie, y, ey ear ere light bee dare sight need stare mind queen fare cry mean hair tie leaf pair high thief chair wild chief bear dry pony pear try keys where lie week there