2nd Grade: Learning Packet for the Week of May 11th-15th
Minutes Subject Grade 2 Week At Glance *Reading Log is on page 38 and share with your teacher on Friday! *
*PE, Music, Social Emotional Learning and ELL Supports on pages 55-58* *See the high frequency word list as a resource for reading/writing on page 43*
60 min Monday Math:Solve the problems then color the Mystery Picture on Day 1 Reading: Use the article “What is Pollination?” to learn new vocabulary words. (TIP: Keep the “What is Pollination” text out all week long) Writing:Choose a topic to teach about and complete a writing web with your topic and facts. (Week 5 Writing Video for extra support) Specials:PE lesson on pages 45-48 OR https://sway.office.com/ijBxKxSczW0rYnrc?ref=Link&loc=mysways
60 min Tuesday Math:Review the Polygon Chart on page 39, then try the activity. (See the Day 2 Math Video for help) Reading: Read and try the Day 2 reading lesson activity, then read the “What is Pollination?” article. (See the Day 2 Reading Video for help) Writing:Write an introduction for your informational paragraph. Specials:Music lesson on pages 49-52 OR https://sway.office.com/RZbDUPxxj18xBJCp?ref=Link&loc=play
60 min Wednesday Math: Review the Polygon Chart on page 39, then try the word problems. Reading: Fluency Focus from the article “What is Pollination?” Writing: Choose three facts to include in your paragraph and write a sentence for one fact. Specials: PE lesson on pages 45-48 OR https://sway.office.com/ijBxKxSczW0rYnrc?ref=Link&loc=mysways
60 min Thursday Math: Try the Day 4 Celebration of Knowledge for polygons. Reading: Lesson on main idea and details from “What is Pollination?” Writing: Write two more sentences using facts from your writing web. Specials: Music lesson on pages 49-52 OR https://sway.office.com/RZbDUPxxj18xBJCp?ref=Link&loc=play
60 min Friday Math: Share the Day 4 Celebration of Knowledge with your teacher. Reading: Reflect on your reading this week with the Day 5 page, then share the Day 4 page, and Reading Log with your teacher. Writing: Read your writing aloud. Then go outside and look for pollination in action. Specials: Watch this weeks' video on problem solving here, then complete the activity on page 53 with a family member.
What can you do to help your family today?
1
),, FERNDALE
SCHOOL D IS TRI C T
F E R N D A L E S C H O O L D I S T R I C T
KINDERGARTEN REGISTRATION
Overview Families can complete kindergarten registration forms online or via hard copy for the 2020-21 school year. To be eligible for kindergarten for the 2020-21 school year, a child must be five years of age on or before August 31, 2020.
REGISTRATION OPTIONS
ONLINE
www.ferndalesd.org/kindergarten HARD COPY
Forms available during school meal distributions at elementary schools on Mondays, Wednesdays and Fridays from 11 am to 1 pm
Return completed packets via email, mail or drop box
Email Completed packets can be returned by email to Darlene Patterson in the district’s Teaching & Learning Department at [email protected].
Mail Ferndale School District
Completed packets can be returned via mail and addressed as follows: Attn: Darlene Patterson PO Box 698
Ferndale, WA 98248 Drop box Drop boxes are available to submit completed packets during meal distribution times from 11 am to 1 pm on Mondays, Wednesdays, and Fridays at all elementary school meal distribution sites. Please note, drop boxes are not available outside of the meal distribution times.
Ferndale School District Who can I contact if I have questions? Elementary Schools
For assistance, please call the Ferndale School District at Beach Elementary, 3786 Centerview Rd., Lummi Island (360) 383-9200. You may locate the school your child will (360) 383-9440 attend by visiting the InfoFinder web page through the Cascadia Elementary, 6175 Church Rd. Families link of the district’s web page at www.ferndalesd.org.(360) 383-2300 Enter your home address to see your school attendance area. Central Elementary, 5610 Second Ave.
(360) 383-9600 Custer Elementary, 7660 Custer School Rd. (360) 383-9500 Eagleridge Elementary, 2651 Thornton Rd. (360) 383-9700 Skyline Elementary, 2225 Thornton Rd. (360) 383-9450
2
2nd Grade: Learning Packet for the Week of May 11th-15th
Monday
Subject Materials Learning Activity
Math
(15 min)
-Day 1 math page
Learning Goal: I can fluently add and subtract within 20. Activity Instructions: Solve the problems then color the mystery picture.
Reading
(15 min)
-Day 1 reading lesson “What is Pollination” (page 7)
Learning Goal: I can learn new words and show my understanding of them. Activity Instructions: Read the Day 1 lesson on the vocabulary words from the article “What is Pollination?”
Writing
(15 min)
-Day 1 writing pages
Learning Goal: I can complete a Writing Web for a topic that I know. Activity Instructions: Read the Day 1 lesson, choose a topic for an informational paragraph, then fill in a Writing Web with your topic and facts.
Special: -PE lessons (pages 45-48)
Learning Goal: PE Activity Instructions: Choose a PE lesson from the PE pages, or from this link https://sway.office.com/ijBxKxSczW0rYnrc?ref=Link&loc=mysways
3
Nam
e:
5
2nd Grade: Learning Packet for the Week of May 11th-15th
Day 1 Math:
3+2
7 - 2 =
8+8
12 -6
14 -7 =
18 - 2 =
18 -9
7+7
19 -2 =
9 -3 =
6 + 5 =
8-7
8 - 6 =
8 + 4 = 18 -4 =
9 + 3 =
8-2
11 -5
16 -7
7 + 2 =
13 -12
=
15 + 2 =
9 - 7 =
15 -6
17 + 2 =
7 + 3 =
9 + 6 =
10 -7 =
12 -9
15 -5
8-5
12 + 3 =
5+5
9 + 9 =
8 + 5 =
5+3
7 + 6 =
13 + 5
10+10
9 -3 =
6 -2 =
9 + 7 =
7 - 3 =
7-1
4+2
I I I
I I
I I
I
I
I
I
I
I I
I I
I I I
•
Red
Blue In the style of Piet M
ondrian
White
1, 2, 6, 9, 11, 12, 14, 175, 7, 16
Yellow
4, 6, 208, 13, 18
3, 10, 15, 19 Black
ReadWorks· What Is Pollination?
What Is Pollination?
What is your favorite fruit to eat? That fruit exists because of a very special
process. That process is called pollination. Pollination makes it possible for
plants to make new seeds. It affects all plants with flowers.
Pollination depends on something called pollen. You may have heard of
pollen before. Many people sneeze and get stuffy noses in the springtime
because of it. But pollen is an important part of how new seeds and plants
grow. For new seeds to grow, pollen has to be moved. It has to move from
one part of a flower to another part of a flower. Usually, it gets moved to a
different flower. This process is called pollination. It can happen in different
ways.
Sometimes, pollen gets moved by the wind. For example, corn has light and
dusty pollen. It can get blown long distances. When its pollen lands on the
right part of another corn plant, it allows new corn to grow.
Other times, pollen gets moved by animals or insects. These animals or
insects are called pollinators. Bees are one example of a pollinator. They
come to a flower to get its nectar or pollen. The pollen sticks to the bees.
Then, when the bees fly to another flower, the pollen moves with them. It gets
dropped off at the other flower!
Moving pollen may seem like a simple thing, but it1s very important. Without
pollination, we wouldn 1t have many of the fruits, vegetables, and plants we
have today.
2nd Grade: Learning Packet for the Week of May 11th-15th
Reading Resource:
3
""; ---, ..
-~'-: ,-- -=~ .:·:I
to
2nd Grade: Learning Packet for the Week of May 11th-15th
Day 1 Reading: Vocabulary from "What is Pollination?" on page 7: • pollen- yellowish, powder that causes plants to form seeds
o The pollen on the flower made me sneeze! • pollination – when pollen is moved from one part of a flower to
another part of a flower o Pollination makes it possible for plants to make new seeds
• pollinator – an animal or insect that moves pollen from flower flower
o Bees, birds, and insects are examples of pollinators.
Practice: Draw a line from the vocabulary word to the part of the picture that matches the word.
pollen pollination pollinator
BONUS: Circle these three vocabulary words in the “What is Pollination?” text. BONUS: Color in the picture above!
9
taste sweet
low growing plants
popular with
kids
nature's
candy
seeds on
the outside
Strawberry Museum
2nd Grade: Learning Packet for the Week of May 11th-15th
Day 1 Writing:
Learning Target: I can complete a writing web for a topic that I know.
Hello students! This week, we are going to think about Informational Writing. Informational
writing teaches the reader about a topic. That means that your writing is going to have facts
and information in it. You will be writing as if you are an expert on a topic.
What is an expert?
An expert is a person who has a lot of knowledge and/or experience with a topic or activity. For
example, I am an expert on strawberries. I have studied and know a lot about strawberries.
Let’s start with thinking about what you are an expert on. You can start by thinking about what
you like to do or what you spend a lot of time doing. Do you like to play video games and are you
an expert on how to play? Do you know how to make a paper airplane? Do know how to bake
cookies? If you need more helping thinking about what you are an expert on, you can use
the BINGO sheet for ideas on the next page.
What is a Writing Web?
A writing web is a different way to organize your thoughts to help your writing. The main idea is
in the center. Everything that you know about the topic is around it. These are the facts.
Example:
10
2nd Grade: Learning Packet for the Week of May 11th-15th
BINGO Informational Writing
Writers of informational texts choose topics they know a lot
about, care about, and can teach others.
Choose any pet.
Explain how to
take care of it.
Research and write
about a famous
person.
Use facts to explain
why he/she is
important.
Explain how to
conduct a science
experiment you have
done.
Explain how to do
something. Choose one of
these or your own idea: Write about
an insect.
Explain how to make
something. Choose one of
these or your own idea: • Play baseball
• Play soccer
• Make a friend
• Grow a plant
• Play an instrument
• Ride a bike
• Become a better
reader
Be sure to use only
facts! *For week 6, you can use
the Honeybee passage to
help you.
• Cookies
• Pizza
• A bed
• A paper airplane
• A friend
• A craft item
• A game
Research and write
about a planet or
dwarf planet in our
solar system.
Write about a specific
place. Include only facts.
Choose one of these ideas
or your own:
• Restaurant
• City/town
• State
• Room
• School
• Amusement park
Explain how to play
your favorite board
game.
11
pollen must
move
affects all plants
with flowers
wind moves
it
Pol I ination
plants make
new seeds
Pollinators:
-bees
-insects
Part of the process
of a new plant
2nd Grade: Learning Packet for the Week of May 11th-15th
Here is another example of a writing web using pollination. Notice that the main idea is in the
center and the facts are all around it. Write your topic in the center circle on your writing web.
Then, write your facts in the circles around your topic in the center.
*You don’t have to write complete sentences, but write enough to help you remember the facts
when you come back to it for Day 3 writing.
**Keep your Writing Web! You will be using it for Day
3 writing.
12
W
riti
ng W
eb:
13
2nd Grade: Learning Packet for the Week of May 11th-15th
Tuesday Subject Materials Learning Activity
Math -Day 2 math page -Polygon
Learning Goal: I can identify polygons based on their attributes. Activity Instructions: Read the lesson directions
(15 min) Chart (page 39
to count the polygons in the picture and then fill out the table on the Day 2 math page.
Reading
(15 min)
-Day 2 reading page -Crayons -“What is Pollination?” (page 7)
Learning Goal: I can name the main idea of a text with many paragraphs. I can name the main idea of each paragraph. Activity Instructions: Read the Day 2 lesson and read “What is Pollination?”. Then use your crayons to identify the text structure.
Writing
(15 min)
-Day 2 writing pages -“What is a Hook” (page 44)
Learning Goal: I can write an introduction for a topic that I know. Activity Instructions: Read the Day 2 lesson, then write an introduction for your informational paragraph with a hook and topic sentence.
Special: -Music lessons (pages 49-52)
Learning Goal: Music Activity Instructions: Choose a Music lesson from the Music pages, or from this link https://sway.office.com/RZbDUPxxj18xBJCp?ref=Link&loc=play
14
'.P.olygon)~9ine\ HoWil110~y;in_ --· t~~~:"fjJ.fturf~:.,
Triangle !:::.
~ ~ 6 Quadrilateral (any 4-sided polygon)
Square (quadrilaterals with 4 right angles and all sides of equal length)
□ □ re.ta., uny1t:
(any quadrilateral with 4
right angles and opposite sides of the same length)
I I Trapezoid (any quadrilateral with one pair of opposite sides being
parallel);\~
Pentagon
0 Hexagon
0 Octagon
0 Decagon
0
I □□ □□ □□ I I I I
□□ □□ □□ □□ □□ □□ □□ □□
2nd Grade: Learning Packet for the Week of May 11th-15th
Day 2 Math: Polygon Practice This week you will be asked to identify polygons based on their attributes. Most often the number of edges and vertices is the biggest clue, but you also need to recognize right angles. Use the Polygon chart on page 39 if you need.
DIRECTIONS: Look at the picture below and count the number of each polygon to fill in the chart. Color the picture when you finish.
16
is your favorite fruit to eat? That fruit exists because of a very special ~ocess. That process is called pollination. Pollination makes it possible for
( ~;ants to make new seeds. It affects all plants with flowers.
2nd Grade: Learning Packet for the Week of May 11th-15th
Day 2 Reading: Learning Targets:
• I can name the main idea (the big idea) of a text with many paragraphs. • I can name the main idea (the big idea) of each paragraph.
Materials: • Red, yellow, and green crayon/marker/or colored pencil • “What is Pollination?” text on page 7
The Lesson:
When readers know the structure of the non-fiction text they are reading, it can help them find the main ideas of the text.
Look at the text, “What is Pollination?” Find the first paragraph and use a green color to circle this paragraph. This paragraph is an introduction to the main idea of the whole text. It hooks you and tells you the text is about pollination.
Now find the next 3 paragraphs. Touch each one as you count them. These are the body of the text. Each paragraph has its own main idea on the topic of pollination. Find the first sentence of one of these paragraphs and underline it with a yellow color. The first sentence tells you the main idea for that paragraph. Knowing this can help you focus your attention.
Finally, find the last paragraph and touch it with your elbow, and use a red color to circle this paragraph. This paragraph is the conclusion. It does not teach anything new. It renames the topic and ends the text.
Task: Read the text, “What is Pollination?” Think about what the main (big) ideas are and what you learn about each one.
17
it for
2nd Grade: Learning Packet for the Week of May 11th-15th
Day 2 Writing:
Learning Target: I can write an introduction for a topic I know.
Yesterday, you worked on filling out your writing web for the topic that you are an expert on.
You will be using that topic to write an informational introduction today.
As you have learned before, an introduction starts with a hook. Write a hook for your topic. For
help, you can look at the What is a Hook Chart on page 44. It has informational writing examples in
pollination writing.
Example for sound effect hook:
BUZZZZZZZZZ, BUZZZZZZZZZ. Here comes a bee to complete the
process of pollination.
Your turn! Write your hook in the Introduction box on your Informational Paragraph
Graphic Organizer.
Next, you will be writing your topic sentence. Your topic sentence is telling your reader what
they will be reading about. Your topic sentence states the main idea of your writing.
Use these sentence starters to help you:
Let me tell you about….
I know many things about…
I can teach you about…
I am an expert on…
Example:
I know many things about pollination.
Your turn. Write your topic sentence after your hook in your introduction box on the
Informational Paragraph Graphic Organizer.
**Keep your Graphic Organizer! You will be using it to finish your
informational paragraph.
18
r---------------------------------------------------------------,
L---------------------------------------------------------------~
________________________________________________________________
________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
____________________________________________________________
_______________________________________________________________
_______________________________________________________________
2nd Grade: Learning Packet for the Week of May 11th-15th
Informational Paragraph Graphic Organizer
Topic: __________________________________
Introduction:______________________________________________________
Fact #1:
First of all, _______________________________________________________
Fact #2:
Also, _____________________________________________________________
Fact #3:
Finally, ___________________________________________________________
19
Conclusion:______________________________________________________
2nd Grade: Learning Packet for the Week of May 11th-15th
Wednesday Subject Materials Learning Activity
Math
(15 min)
-Day 3 math page -Polygon Chart (page 39)
Learning Goal: I can create addition problems from polygon story problems. Activity Instructions: Read the Day 3 math lesson directions and try the activity. Use the Polygon chart, if needed.
Reading
(15 min)
-Day 3 reading page -Crayons
Learning Goal: I can read grade level texts fluently and accurately. Activity Instructions: Read the Day 3 lesson on high frequency/sight words, and then try the activity.
Writing
(15 min)
-Day 3 writing pages
Learning Goal: I can write facts to teach about a topic. Activity Instructions: Read the Day 3 lesson, then circle three facts on your Writing Web to include in your paragraph. Write a sentence about your first fact.
Special: -PE lessons (pages 45-48)
Learning Goal: PE Activity Instructions: Choose a PE lesson from the PE pages, or from this link https://sway.office.com/ijBxKxSczW0rYnrc?ref=Link&loc=mysways
21
~
______________
______________
______________
______________
______________
2nd Grade: Learning Packet for the Week of May 11th-15th
Day 3 Math: Read the story problem, make an equation, show your work and finally, label your answer. Use your shape chart on page 39, to help as needed.
Tammy has a triangle, a square and a rectangle. How many edges are there all together?
3 edges + 4 edges + 4 edges I found adoubles fact
4 + 4 = 8
11 edges
3 edges + 8 edges = 11 edges
Scott has a square, a pentagon and a trapezoid. How many edges are there all together?
Katie has a rhombus, a square and a hexagon. How many vertices are there all together?
Marcus has an octagon, hexagon and a rectangle. How many edges are there all together?
Kacie has a triangle, a decagon, and a trapezoid. Hany vertices are there all together?
BONUS QUESTION: Jim was driving and saw a stop sign, TWO doors, and a window. How many edges are there all together?
23
I I I I I I I I
2nd Grade: Learning Packet for the Week of May 11th-15th
Day 3 Reading: Fluency Focus: Using high frequency words to read accurately **High Frequency/Sight Words - most commonly used words in text** ** See page 43 for the full list of P-3rd grade high frequency words**
When readers know high frequency words, it makes their reading more fluent. Look at the paragraph below, all the words in bold are high frequency words, 22 of the 37 words below are high frequency words, that’s over half!
“What is your favorite fruit to eat? That fruit exists because of a very special process. That process is called pollination. Pollination makes it possible for plants to make new seeds. It affects all plants with flowers.”
Now it’s your turn: Pick one color and re-read the paragraph below. Then, circle all of the high frequency words from the table that you find in the paragraph. Next, count how many words you circled.
and get before some you have the it is how grow in many because of may called on but an new •
“Pollination depends on something called pollen. You may have heard of pollen
before. Many people sneeze and get stuffy noses in the springtime because of it.
But pollen is an important part of how new seeds and plants grow.”
I circled ____ of the 39 words in the paragraph above.
24
2nd Grade: Learning Packet for the Week of May 11th-15th
Day 3 Writing:
Learning Target: I can write facts to teach about a topic.
Yesterday, you learned about the purpose of informational writing and completed
the first two steps in writing an informational paragraph on something you know a
lot about. You completed a web to record the facts you know about a topic. Then,
you wrote a hook and topic sentence to introduce the topic of your paragraph to
your reader.
Stick to the facts, please!
Today, you will practice writing facts about your topic to teach your reader what
you know about it. Facts are details that support your topic sentence. Each fact
should teach your reader something about your topic.
You can think about your fact sentences in this way:
Just like detail sentences support the main idea of a paragraph, fact
sentences support the topic sentence.
Here is an example of an introduction with detail sentences to support it:
(The topic sentence is in bold and the facts/detail sentences are in italics.)
Do you know which fruit is the only one that wears its seeds on the outside? It’s a strawberry! Strawberries are so sweet and popular
that they are known as nature’s candy. The fact is, strawberries
are used to sweeten many treats, such as ice cream, jams, and pies.
Also, in a survey conducted with second graders, more than half
reported strawberries as their favorite fruit. Lastly, in the country
of Belgium, there is a whole museum dedicated to strawberries,
called The Strawberry Museum.
Notice that each detail sentence tells how strawberries are sweet or popular, as
stated in the topic sentence (in bold.)
25
2nd Grade: Learning Packet for the Week of May 11th-15th
Today, you must decide which facts you want to use in your paragraph to teach
your reader about your topic.
Look back at the Writing Web you filled in yesterday. Circle the 3 facts you most
want your reader to know. These will be the facts that make up the body of your
informational paragraph!
For example, one of the details from the pollination web is: pollination makes new
seeds.
Below is a detail sentence using that fact:
First of all, pollination is a process necessary for plants to make new seeds.
Now you try: What is the first fact you circled on your Writing Web that you
want to tell your reader about?
• Using the Informational Paragraph Graphic Organizer you started
yesterday (p. 19), write a sentence that tells your reader a fact about
your topic on the lines below Fact #1.
**Linking words have been provided to help you start your sentence.
Check your work!
Did you write complete sentence that makes sense?
Does it teach your reader about your topic?
Does your sentence start with a capital letter?
Does your sentence end with a period?
You are well on your way to writing an informational paragraph!
Remember to keep today’s writing in a safe place with your writing from Monday
and Tuesday. You will use your graphic organizer tomorrow to write two more
sentences about your topic!
26
2nd Grade: Learning Packet for the Week of May 11th-15th
Thursday Subject Materials Learning Activity
Math
(15 min)
-Day 4 math page
Learning Goal: I can identify polygons based on their attributes. Activity Instructions: Complete the Day 4 math celebration of knowledge on polygons page.
Reading
(15 min)
-Day 4 reading page -“What is Pollination?” (page 7)
Learning Goal: I can identify the main idea and details of a paragraph. Activity Instructions: Read the Day 4 lesson on the main idea and details of a paragraph, using the “Flower Pot Organizer”. Then try the activity.
Writing
(15 min)
-Day 4 writing pages
Learning Goal: I can write facts to teach about a topic. Activity Instructions: Read the Day 4 lesson and write two more sentences using facts from your Writing Web.
Special: -Music lessons (pages 49-52)
Learning Goal: Music Activity Instructions: Choose a Music lesson from the Music pages, or from this link https://sway.office.com/RZbDUPxxj18xBJCp?ref=Link&loc=play
27
1--------1---- \/ V ◊ 0 ~
I Ip □
2nd Grade: Learning Packet for the Week of May 11th-15th
Day 4 Math: Celebration of Knowledge Answer the questions below to show what you’ve learned about polygons.
1. Circle all the polygons, then color the polygons using the key. (polygon- a flat, closed shape with 3 or more straight edges that have vertices and angles)
blue rectangles green pentagon red squares yellow triangles
2. Draw a picture of a flower using ONLY polygons, then label each polygon. (Use a blank page from the packet, if you need more space)
Example:
1. triangle 4. trapezoid 2. square 5. rhombus 3. rectangle 6. hexagon
29
2nd Grade: Learning Packet for the Week of May 11th-15th
Day 4 Reading: Understanding Non-Fiction Texts
Good readers know how non-fiction text is organized, in order to understand the text. Main idea: tells what the paragraph/text is mostly about (Big Idea) Detail: a fact or example that tells the reader more about the main idea The Lesson: First, we read the paragraph below, looking for the main idea. The main idea is usually found in the first sentence (sentence 1). Then we looked for details in the paragraph that tells us more about the main idea (sentences 2, 3, 4) We used the “Flower Pot Organizer” below, to show which details support the main idea of the paragraph.
1. “Pollination depends onpollen.”
2. “Pollen is an important partof how seeds and plantsgrow.”
3. “Pollen has to be moved.”4. “Pollen gets moved from
flower to flower.”
30
2nd Grade: Learning Packet for the Week of May 11th-15th
Day 4 Reading: Understanding Non-Fiction Texts Now it’s your turn: Read the body paragraph below from “What is Pollination?”:
1. Think about what the paragraph is all about (main idea).2. Pick the sentence that tells you the main idea and write that
number on the flower pot (main idea). 3. Think about the facts in the paragraph (details).4. Pick and write the sentence numbers on the flowers (details).
Day 4 Writing:
1. “Sometimes, pollen getsmoved by the wind.”
2. “For example, corn haslight and dusty pollen.”
3. “It can get blown longdistances.”
4. “When its pollen landson the right part of another corn plant, it allows for new corn to grow.”
31
2nd Grade: Learning Packet for the Week of May 11th-15th
Day 4 Writing
Learning Target: I can write facts to teach about a topic.
Yesterday, you chose three facts from your Writing Web, on page 13, to
include in your informational paragraph. Then you wrote a sentence for one of
those facts.
Today, you will finish the body of your paragraph by writing sentences for the
other two facts you circled on your Writing Web.
Fact #2
Referring back to the pollination web from the Day 1 Writing lesson, we see
that another fact about pollination is that pollen must move for pollination to
occur.
Below is an example of a detail sentence that teaches the reader a second
fact about pollination.
Also, in order for pollination to occur, pollen must move from one part of a
flower to another part, or to a different flower.
You try! Choose a second fact from your Writing Web.
• Under Fact #2 on your organizer, write a complete sentence telling your
reader another fact about your topic.
Fact #3
Now it’s time to write your third and final fact.
The third fact I could write about is that bees are pollinators.
32
2nd Grade: Learning Packet for the Week of May 11th-15th
Below is an example sentence telling about this fact:
Finally, bees help pollination when they move from flower to flower
collecting nectar. The pollen sticks to their body at one flower and gets
dropped at the next flower they visit!
Your turn! Look at the third fact you circled on your writing web.
• Under Fact #3 on your graphic organizer, write a complete sentence to tell
your reader a third fact about your topic.
Great job! You have written the body of your paragraph with three facts to teach
your reader about your topic! Save your graphic organizer for next week when you
will be learning how to write a conclusion for an informational paragraph.
.
33
2nd Grade: Learning Packet for the Week of May 11th-15th
Friday Subject Learning Activity
Math
(15 min)
Reflection: Share the Day 4 math page with your teacher, and see the answer keys for the Day 2-4 math lessons on pages 41-42 to check your work.
Reading
(15 min)
Reflection: Fill out the Day 5 reading reflection page. Share the Day 4 reading page, Day 5 reading page, and your Reading Log with your teacher.
Writing
(15 min)
Reflection: Read aloud what you have written this week to a family member, pet, or stuffy. Then go outside and see if you can find pollination in action!
Social-Emotional Learning
(15 min)
Watch this week’s social emotional video on problem solving. (Problem Solving Video)
Then read the lesson on pages 53-54 and compete the worksheet with a family member.
35
2nd Grade: Learning Packet for the Week of May 11th-15th
Day 5 reading:
Weekly Reflection
Something I did well in reading: Something I need to work on in reading:
Questions for a teacher and/or parent comments:
Check box:
I sent my teacher my weekly reading log!
37
2nd Grade: Learning Packet for the Week of May 11th-15th
Reading Log Goal: Read 20 minutes each day!
Book Title Time Spent Reading
38
2nd Grade: Learning Packet for the Week of May 11th-15th
Math Resource:
POLYGON CHART
Vocab Words: edges- vertices-
Triangle Square *Quadrilateral/Rectangle*
Rectangle *Quadrilateral*
E= 3; V= 3 E= 4; V= 4 E= 4; V= 4
Trapezoid *Quadrilateral*
Rhombus *Quadrilateral* Pentagon
E= 4; V= 4 E= 4; V= 4 E= 5; V= 5
Hexagon Octagon Decagon E= 6; V= 6 E= 8; V= 8 E= 10; V= 10
39
1--Po_lyg~~-·~;n~_: _ lt1~7c~7i~\ 1
Triangles ~
~ I& ~ 6 Quadrilaterals altogether 35 (onv 4-sided oolvoon) Squares (quadrilaterals with 4 right angles and all
22 sides ore equal length)
□ □ Rectangles (quadrilaterals
I I wi h 4 right angles and opposite sides of the some lengt h) I I Trapezoid (quadrilaterals with one pair of opposite
3 sides being parallel)
i\ \_/ Pentagons 0 Lf Hexagons
0 7 Octagons
0 I Decagons
0 I
Scott has a square, a pentagon and a trapezoid. How man4 dges re there all together?
Lft5+'1 ~::: I~ l~eJjeS
Katie has a rhombus, a square and a hexagon. How man vertice are there all together?
lJ rt/+6 V
t-f +- I <J =- I'/ Marcus hos an octagon, hexagon and a rectangle. How man edg
g+6~L/ Sr10: /8
Kacie has a triangle, a decagon, and a trapezoid. How man vertic re there all together?
~t/O+J./ ~o.::: 17 17 vefltiteS
B US QUESTION: Jim was driving and saw a stop sign, TWO doors, and a window. How many
edges id J im see there all t ether? ___,
2nd Grade: Learning Packet for the Week of May 11th-15th
Math Answer Keys (page 1) Day 2: Day 3:
Flip over for the Day 4 Celebration of Knowledge answer key!
41
4 Math: Celebration of Knowledge
Answer the questions below to show what you've learned about polygons.
1. Circle all the polygons, then color the polygons using the key.
(polygon- flat shapes with 3 or more straight edges that hav ertices and angles)
blue rectangles ~~ green pentagon
red squares
yellow triangles
0 2. Draw a picture of a flower using ONLY polygons, then label each
polygon. (Use a blank page from the packet, if you need more space)
Example: . +r i o.Y19le 2 . re ci' cx0J\ e 3 .f r°'pez.o·,d 1 . o c.-\-°'5 o n
1. triangle 4. trapezoid
2. square 5. rhombus
3. rectangle 6. hexagon
2nd Grade: Learning Packet for the Week of May 11th-15th
Math Answer Keys (page 2)
42
2nd Grade: Learning Packet for the Week of May 11th-15th2nd Grade: Learning Packet for the Week of May 11th-15th
Reading/ Writing Resource: **Keep this for reference**
All 220 Dolch w
ords by grade in alphabetical order
Pre-Primer
Primer
First Grade
Second Grade
Third Grade
a look
all out
after let
alw
ays or
about
laugh a
nd
ma
ke a
m
please
aga
in live
around
pull
better light
aw
ay
me
are
pretty
an
may
beca
use read
b
ring long
big m
y a
t ra
n a
ny of
been right
carry m
uch b
lue not
ate
ride
as
old
before
sing clea
n m
yself ca
n one
be saw
a
sk once
best
sit cut
never com
e play
black say
by open
both sleep
done
only d
own
red
brown
she could
over
buy
tell d
raw
own
find
run b
ut so
every p
ut call
their d
rink p
ick for
said
ca
me
soon fly
round
cold
these eight
seven funny
see d
id
that
from
some
does
those fall
shall go
the d
o there
give stop
d
on't upon
far
show
help three
eat they
going ta
ke fa
st us
full six
here to
four this
had
tha
nk first
use got
sma
ll I
two
get too
has
them
five very
grow
start
in up
good
und
er her
then found
w
ash
hold
ten is
we
have w
ant
him
think gave
which
hot tod
ay
it w
here he
was
his w
alk
goes w
hy hurt
together jum
p yellow
into
well
how
were
green w
ish if
try little
you like
went
just w
hen its
work
keep
warm
m
ust w
hat
know
ma
de
would
kind
new
w
hite m
any
write
no w
ho off
your now
w
ill on
with
our yes
ww
w.d
olchword
.net
43
What is a Hook?
It is the first sentence to grab your reader’s attention!
Example for Pollination: I know many things about pollination.
These are different types of hooks and examples for my opinion statement:
Question: Do you know the
reason that bees are
super important to
the world?
Sound Effect:
BUZZ, BUZZ. Here comes
a bee to complete the
process of pollination.
Fun Fact:
Being allergic to grass
pollen is called Hay
Fever! Visualizing/Story
There is a little breeze in the
air, sun is glaring down and the
flowers are swaying side to
side. This is a perfect place
for pollination. Dialogue:
“What is this stuff?” I
yelled when I saw yellow
dust on my fingers. “It’s
pollen," replied my mom.
44
2nd Grade: Learning Packet for the Week of May 11th-15th
Ferndale Elementary P.E. Grade K-2 (edition 3)
Student Outcomes I can understand the components of fitness.
I can demonstrate daily health and fitness habits.
I can take care of my body.
I can explain what food does for my body.
Fitness Components of the week are Flexibility and Abdominal Strength (also known as core) Flexibility is the range of motion of your joints and muscles. In other words: how stretchy are you? Can you touch your
toes without bending your knees? Can you reach behind your back and touch your palms together? Everyone has a
different amount of flexibility and everyone can improve their flexibility by stretching often and doing activities that
involve stretching.
Activities for Flexibility: Climbing trees Karate
Swimming Tumbling Tunnel Tag
Riding a bike Yoga
1 - Game: Limbo
How Low Can You Go?! Use your flexibility to challenge your family to a game of Limbo. Here's how to play:
-Get a long stick such as a broom, or use a string that can be tied to two items like a chair or table leg.
-Start the stick high but below the shortest players head.
-Each person takes a turn trying to go under the stick without touching it, the tricky part is you must bend backwards to
go under the stick, no hands can touch the ground, must stay on your feet.
-Once everyone has had their turn, lower the stick and go again!
-Once you have touched the stick or knocked it down, you are out.
-Play until one player is left, they are the winner!
Abdominal Strength means how strong is your tummy and lower back? Sometimes called your "core" this area needs to
be strong to do simple daily things like walking, running, picking up your backpack, and sitting up straight in a chair.
Activities for Abdominal strength:
Crab Soccer Swimming Rock Climbing
Riding your bike Basketball
Scooter Hockey Gymnastics
45
l'ru
lll
lrl Y
l~l~
IH -
WO
l'CI
So
rell
-L
evel
I
Nam
e:
To
ols
: S
tep
s:
oue
□ 1
. Say
tM
wo
rd o
ut
lou
d.
OP
eo
cll
□Eras
er
□ 2
. F
ind
th
e w
ord
an
d c
ircl
e.
O 3
Pri
nt
the
wo
rd i
n t
he r
igh
t ca
teg
ory
. D
4. C
heck
off
th
e w
ord
~E
=-
Wo
rd S
earc
h
~ (':I
wl
s I h
I W
I r
f
Wo
rds
D c
orn
,.,;:u
I I
IN
1 e
:Ii:~] -~
] ~( I :
( l 9_
ti
□ l
em
on
s ..
-.,
·m:l:~
:rf:>J~
p~[ I J
:~) I
□ o
ran
ge
I
:0,1
X 1:e
W
I e
t e
11
'I Ir
,-n
, v
: a.:,<
: 0
r r n~
□ ca
rrot
~S :1
f 1:,~,
I V
klb
lU
□ p
ea
s
d Ito
.. --..
--•
--'
r a
n gr
e;1
□ a
pp
le
Fru
its
Veg
etab
les
I------
--fi~T
omto
firii~
------
-i r---
------~
a.;@
1Jffi
r---
----
--
l-------
--;')1
mr .
. ,·{ffij
~----
---j 1-
-------l
?liJ
]'~._
"_,.r
----
----
1 (,
)J1
,,f1
!,,,.
,tc.!?
l-
-, L
(,)/
1 c:
:,
1-----
----~})
wr□wr-
------
-1 1---
-----
-u»c 1m
K::w-
------
---j
ww
w.A
ble.2
LI!1
m.c
am
,, 2
01!
: All
lell
i.am
IDC.
2nd Grade: Learning Packet for the Week of May 11th-15th
2 - Game: Crab Walk Relay
Go Crab, Go! This is a game you can do on your own or challenge someone at home to play with you. Use your abdominal strength to
crab walk during this relay game! Here's how to play:
-Gather 10-15 items that are no bigger than a loaf of bread (ex: small toys, balled-up socks, remote controls, paper, etc).
-Set up the path you will travel by placing your items in a pile on the floor, then, at least 10 feet away from the pile, put a box or
laundry basket (this is what you will place the items inside).
-To start the game get into crab walk position next to the pile of items. On "go" grab one item and place it on your tummy. Crab walk
down your path and place the item in the box or basket, go back for the next item. Continue until all the items are gone from the pile.
-If the item falls off your tummy you may pick it up and put it back and keep going.
-To play against someone else you can set up two piles or you can go one at a time and use a timer to see who went the fastest.
Nutrition Topics--Fruits and Vegetables Fruits vs. Vegetables -
A fruit contains the seeds of the plant either inside or on its skin.
A vegetable does NOT have seeds inside.
Bottom line - Who cares!! Eat both...they are good for you :)
46
{g@
if ~f
l1
@
CO
OK
ING
M
AT
TE
RS
P
RE
SE
NT
S
, ~ C
OO
KIN
G
~M
AT
TE
RS
M
ake
Yo
ur
Pla
te
a R
ain
bo
w
Go
cra
zy f'
or c
olor
s!
Co
lorf
ul
fru
its
an
d v
eg
eta
ble
s h
elp
yo
u g
row
an
d g
et
stro
ng
. Plu
s th
ey lo
ok g
rea
t o
n y
ou
r p
late
! S
ee if
you
ca
n e
at
at
lea
st 3
dif
fere
nt
colo
rs o
f fr
uit
s a
nd
ve
gg
ies
ea
ch d
ay.
Ho
w m
an
y fr
uits a
nd
ve
ge
tab
les
can
yo
u t
hin
k o
f fo
r e
ach
co
lor?
Wri
te t
he
m in
o
r d
raw
pic
ture
s o
f th
em
be
low
. C
olo
r in
th
e o
ne
s a
lre
ad
y sh
ow
n.
Red
~o
Ora
ng
e
@0
9.• ...
Ye
llo
w
Gre
en
. ,-
,,-,--·
.ii~
"-'--
'-.·
(j \~
.~
.-:.··t
.,,
-.'
:-
[B
lue
or
Pu
rple
~ ~
DID
YO
U !(
NO
W?
Ea
tin
g d
iffe
ren
t co
lors
he
lps
you
r b
od
y a
nd
yo
ur
bra
ln!
Re
d, b
lue
, a
nd
pu
rple
fru
its
an
d v
eg
gie
s ca
n b
oo
st
you
r m
em
ory
. G
ree
n o
ne
s g
ive
yo
u s
tro
ng
bo
ne
s a
nd
te
eth
. O
ran
ge
an
d y
ello
w o
ne
s ke
ep
yo
ur
eye
s sh
arp
a
nd
he
lp y
ou
fig
ht o
ff c
old
s!
orc
le tn
e tr1
Jits
and
"eg
etab
\es
'lou
ate
'/est
erda
>'•
\-\
OW
ff\a
rW c
o\o
rs
d'id
'JO
U e
at?
oral
/II
a bO
')(.
arou
nd tn
e tr
uits
an
d "
eget
able
S
'lou
wo
uld
\i\(.
e to
eat t
od
a'/•
if'J
to
p\
c\(.
at \
east
3
co\o
rs\
yo
u k
no
w g
oe
s fo
od
sh
op
pin
g,
go
wit
h t
he
m!
Lo
ok fo
r a
fru
it o
r ve
ge
tab
le y
ou
've
ne
ver
see
n o
r ta
ste
d b
efo
re.
Ask
if
you
ca
n
try I
t to
ge
the
r a
t h
om
e.
Name: ______________________________________________ Class:
_________________________________________ Make Your Plate a Rainbow
47
S
AM
PLE
:
5/5
/20
Act
ivit
y 1
& m
inu
tes
rid
ing
bike
s 20
min
ute
s
Act
ivity
2 &
min
ute
s
Dic
e G
ame
10
min
ute
s
Act
ivity
3 &
min
ue
ts
fam
ily w
alk
30
min
ute
s
To
tal
Da
ily M
inu
tes
60
Nu
trit
ion
In
fo
Fil I
n w
ho
you
eo
l
Co
lor
eoeh
fru
its
gro
ins
do
l
.a,,1
---.~
........
........
........
........
........
........
.........
...
Activity & Nutrition Log
Directions: Fill in your activities for the day including the exercise and minutes, fill in what you eat, and color each glass
of water you drank.
Goals:
1. 60 minutes of activity per day
2. eat from all the food groups
3. drink 8 glasses (8oz each) of water
48
2nd Grade: Learning Packet for the Week of May 11th-15th
SINGING, MOVING, & CONCEPTS OF THE WEEK: May 11 - 15 Ferndale K-2 Elementary Music: Lesson 3 Paper Supplement
Directions: If you have a computer and online access, you may wish to do the online lesson at this link: https://sway.office.com/RZbDUPxxj18xBJCp?ref=Link&loc=mysways Complete the Exit Ticket at the end, and your answers will be recorded for your music teacher to see.
If you would rather use this paper version of the lesson, or it works better for your family, we hope to provide you with the same information as best we can. (We really miss interacting with your children and would much rather see them in person!) Please follow the lesson below. Thank you for working so hard with your children!
Student Outcomes: Know that pitch can go up, down, or stay the same Know how different pitches come together to make a melody Know that harmony can make a melody more exciting
Lesson Review and New Concepts of the Week: Pitch, Melody, and Harmony
Let's start with a review of the first two lessons. We learned that timbre is the special sound something makes. Your voice has its own timbre when you sing. Then we looked at 4 different ways instruments can make their sounds - with air (aerophones), strings (chordophones), a stretched covering (membranophones), or by vibrating a part of the instrument itself (idiophones).
Review Activity: Teach a grown-up! Tell which category the instrument is in and how the instrument makes its sound.
• Point to each instrument above and fill in the blanks with the instrument category and a reason.
• Say “This is a (an) _______________ because __________________________________ .” • Use this sentence as an example: “This is an aerophone because it needs air to make a
sound.”
What is Pitch?
In this lesson, we want you to know how all those sounds get put together to make a song. Pitch means the highness or lowness of one single sound. When we sing with others, we focus on matching pitch. Matching pitch means that you "hit the target" or you sing the same as the other singers.
49
••••• • • • • • • • •• THIN-KL£, TH/H-Klf, m-nr STAR, HOH ' HOH-DfR HHAT YOU AR£
••••• • • • •• • • • •
Tt11N-Klf, TH/N-Klf, m-nr STAR, HOH I HOH-DfR HHAT YOU AR£
Harmonies
2nd Grade: Learning Packet for the Week of May 11th-15th
Pitch Activity: Try this partner activity to practice matching pitch. • Have the oldest partner hold a long note without moving up or down. • Then the youngest partner uses a singing voice to join. Are you hitting the target? Do you
sound the same? If you don’t sound the same, you need to adjust your voice up or down. • Next, switch jobs. Have the youngest partner pick a different starting pitch (higher or lower)
than the first partner.
What is Melody?
We create songs when we put many pitches in a row. Those pitches form a melody. The melody moves up, down, or stays the same. The melody is the tune of the song, or the part you usually feel like singing.
Melody Activity: Practice your music reading skills as you move your voice up and down. • Level 1: Sing “Twinkle Twinkle” while you follow the notes (dots) with your finger or a pencil.
Try to match your voice with your pointer as it moves up and down. • Level 2: Sing “Twinkle Twinkle” while you touch each note in the music staff. Again, make
sure your voice matches each note moving up, down, or staying the same.
What is Harmony?
When we add harmony, we hear two or more pitches at the same time. These pitches sound nice with the melody. Harmony and melody make each other sound more interesting. Sometimes we play harmonies on the piano, guitar, or ukulele.
50
t
•
(\
V
Melody Scavenger Hunt
In our last paper lesson, you followed lines with your voices. They looked like this: Your voice was changing pitch. Now we want you to find pitch in a new way!
Go on a Melody Scavenger Hunt around your home. Find things that go up, down, or stay the same. Write down what you find. Then get creative. Decide what things are nearby that could be the “harmony” (things that make it more interesting.) There are no wrong answers here! We did the first one as an example.
Something that goes up _______a tree_________________________________________
What could be its “harmony?” _________its leaves____________________________
Something that goes down ____________________________________________________
What could be its “harmony?” _____________________________________________
Something that stays the same _______________________________________________
What could be its “harmony?” ____________________________________________
Something that goes up then down ___________________________________________
What could be its “harmony?” ____________________________________________
Something that goes down then up __________________________________________
What could be its “harmony?” ____________________________________________
Something that makes a squiggle _________________________________________
What could be its “harmony?”_____________________________________________
Now use something in your home to make your own melody shapes. You could use a shoelace, play dough, a cord, hair ribbon, a hose, a leash, or whatever you find.
I used a ________________________________________.
Draw one of the shapes you created in the box.
51
<__ I_
..;l
, 11 \
4 ,,,,,\
Name ____________________________________________ Class __________________________________
SINGING, MOVING, & CONCEPT OF THE WEEK ACTIVITIES
DIRECTIONS: Take a short quiz. Circle the correct answer. We hoped you liked the paper music lesson!
In any song, a pitch can… 1.
Be thrown to a batter
Go up, down, or stay the same
Be scratched
When we use many pitches in a row, we can create a… 2.
Baseball game
Harmony
Melody
3. The melody and harmony…
Are rude to each other and argue
Are always by themselves
Are played together to make each other sound better
4. Matching pitch means to…
“Hit the target” with your voice
Sing a different note than the sound you hear
Throw a baseball a certain way
52
53
Grade 2, Unit 4 Lesson 17: Solving Problems, Part 1 Home Link
What Is My Child Learning? Why Is It Important?
Your child is learning to use steps to solve By following the Problem-Solving Steps, problems. Saying the problem without blame children are more likely to come up with is the first step. prosocial solutions to problems.
Ask your child: What is the first Problem-Solving Step?
Read Together
Everyone has problems-at home, school, or work-that need solving. Using the Problem-Solving Steps helps you come up with a lot of safe and respectful solutions to choose from.
But wait! Before you can come up with solutions, you've got to say the problem respectfully. That means saying the problem without blame. Saying the problem in a way that blames the other person can cause hurt and angry feelings, and no one wants to feel hurt or angry. When people are hurt or angry, it's even harder to solve • Never the problem. • You madem e .. .
• Because of You.. .
• It's your fault. .. Practice Together: Step Together
Saying the problem without blame is not easy. The first step is to be able to recognize blaming words. Do this activity together to practice finding blaming words.
1. Stand face-to-face, then each take two steps back. 2. Adult: Read a problem statement from below. 3. Child: Listen for an example or examples of blaming words. 4. Child: Say the blaming words out loud, then take one step toward your adult. 5. Continue reading problems and finding blaming words until you step together again. 6. Give each other a high five! Switch roles and play again!
Problem Statements
1. He is always hogging the remote control, so I never get to watch what I want.
2. You never hurry up when we need to get somewhere quickly!
3. This dress is ruined because of her making me spill milk all over it.
4. You made me forget to bring the book by distracting me with all your chatter.
5. You never let me eat what I want for breakfast.
(CHILD'S NAME) (DATE) (ADULT'S SIGNATURE)
© 2011 Committee for Children Second Step: Skills for Social and Academic Success Page 61
I I
committee_f{) 'children-
Problem-Solving Steps
Say the problem
Think of
solutions
Explore consequences
what could happen if...
Pick the best
solution
make your
safe andwithout planrespectfulblame
54
ELL Resources
The pages that follow are activities,
supportive resources, or translated materials
designed to support students who are
learning English. All these materials align
with the activities provided by the grade level
teachers in this week’s learning packet.
Although these items are designed with ELL
students in mind, all students are welcome to
use them.
55
Las páginas que siguen son actividades, recursos de apoyo o
materiales traducidos diseñados para apoyar a los estudiantes
que están aprendiendo inglés. Todos estos materiales se
alinean con las actividades proporcionadas por los maestros de
nivel de grado en el paquete de aprendizaje de esta semana.
Aunque estos artículos están diseñados para apoyar a los
estudiantes ELL, cualquier estudiante puede usarlos.
56
r "'I
r'
I,,.
r "
\.. ~
~ r "
\... ~ r "'
\... ~
Pollination
Topic Sentence/Hook: _____________________________________
_______________________________________________________
(Example sentence starters: Did you know that…? Or Pollination is an important process that…)
Fact 1: _____________
__________________
__________________
__________________
__________________
(First…, To begin with…)
Fact 2: ____________
__________________
__________________
__________________
__________________
(Another fact is…, Also…)
Fact 3: ____________
__________________
__________________
__________________
__________________
(Additionally…, Finally….)
Use “What Is Pollination?” or facts that you know about pollination to write the main idea/topic sentence, three
facts, and a closing about pollination. Use the sentence starters and the word bank to help you come up with your sentences.
Word Bank
fruit grow move wind pollinator part of a flower
blow bees pollen seeds plants sticks to
Closing Sentence: (To sum up…, In conclusion…)_________________________
_______________________________________________________
_______________________________________________________
57
r "'I
r'
I,,.
r "
\.. ~
~ r "
\... ~ r "'
\... ~
Polinización
Oración: ________________________________________________
_______________________________________________________
(Ejemplo de iniciación de oraciones: ¿Sabía que ...? O la polinización es un proceso importante que ...)
Hecho 1: ___________
__________________
__________________
__________________
__________________
(Primero ..., para empezar con ...)
Hecho 2: __________
__________________
__________________
__________________
__________________
(Otro hecho es ..., también ...)
Hecho 3: __________
__________________
__________________
__________________
__________________
(Además ..., finalmente ...)
Utilice "What is Pollination?" o hechos que conoce sobre la polinización para escribir la idea principal / oración temática, tres hechos y un cierre sobre la polinización. Use los iniciadores de oraciones y el banco de palabras para ayudarlo a encontrar su
frases.
Banco de palabras
fruta crecer mover el viento polinizador parte de una flor
soplo semillas polen abejas planta se pega a
Oración de cierre: (Para resumir ..., en conclusión ...)________________________________________
_______________________________________________________
_______________________________________________________
58
Top Related