2nd Grade Power Up
Focus Standards:
2.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. (Homographs and compound words and dictionary skills)
2.L.5 Demonstrate understanding of word relationships and nuances in word meanings. (Homophones, Homographs and compound words)
2.RL.3. Describe how characters in a story respond to major events and challenges.
1.RL.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
2.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. (Homographs and compound words and dictionary skills)
2.L.5 Demonstrate understanding of word relationships and nuances in word meanings. (Homophones, Homographs and compound words)
2.RL.3. Describe how characters in a story respond to major events and challenges.
1.RL.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
Week #36 Date 5/15 - 5/19
M-F- Continue Officer Buckle and Gloria work this week
M-F- Continue Officer Buckle and Gloria work this week
Week #35 Date 5/8 - 5/12
M-F- testing week for CORE Assessments. Work on Officer Buckle and Gloria activity if not being tested.
M-F- testing week for CORE Assessments. Work on Officer Buckle and Gloria activity if not being tested.
Week #34 Date 5/1 - 5/5
M-F- testing week for CORE Assessments. Work on Officer Buckle and Gloria activity if not being tested.
M-F- testing week for CORE Assessments. Work on Officer Buckle and Gloria activity if not being tested.
Week #34 Date 4/24 - 4/28
M- No Mrs. Jerke
T- Introduce Officer Buckle and Gloria. Assign 2 students to watch Officer Buckle, 2 students to watch Gloria and 2 students to watch the children. Read the story. After the story, have students tell what they have observed about their character(s).Tell students they will be reporters. Show them a picture of a newspaper reporter. Talk about how reporters have assignment. Introduce them to their assignments and have them start writing using a web.
W- Continue Officer Buckle and Gloria writing
Th- Officer Buckle and Gloria writing
F- Officer Buckle and Gloria writing
M- No Mrs. Jerke
T- Introduce Officer Buckle and Gloria. Assign 2 students to watch Officer Buckle, 2 students to watch Gloria and 2 students to watch the children. Read the story. After the story, have students tell what they have observed about their character(s).Tell students they will be reporters. Show them a picture of a newspaper reporter. Talk about how reporters have assignment. Introduce them to their assignments and have them start writing using a web.
W- Continue Officer Buckle and Gloria writing
Th- Officer Buckle and Gloria writing
F- Officer Buckle and Gloria writing
Week #33 Date 4/17 - 4/21
M- No School
T- Publish Riddles
W- Last Day for Riddles
Th- Finish up with Riddles
F- No Group-Charlotte's Web Party
M- No School
T- Publish Riddles
W- Last Day for Riddles
Th- Finish up with Riddles
F- No Group-Charlotte's Web Party
Week #32 Date 4/10 - 4/14
M- Students continue writing their riddles.
T- Begin to publish them on Book Creator or on construction paper
W- Publishing Riddles
Th- Publishing Riddles
F- No School
M- Students continue writing their riddles.
T- Begin to publish them on Book Creator or on construction paper
W- Publishing Riddles
Th- Publishing Riddles
F- No School
Week #31 Date 4/3 - 4/7
M- Work on rough draft.. If kids are finishing up, they can upload to SeeSaw and use the voice tool to record their voices.
T- Have students go on EPIC. Put 5 riddle books in their mailboxes for them to read.
W- Then have students use Pebblego to decide which animal that swims that they want to write their riddles about.
Th- Using Popplet, have students web their writing.
F- Continue students webbing their writing.
M- Work on rough draft.. If kids are finishing up, they can upload to SeeSaw and use the voice tool to record their voices.
T- Have students go on EPIC. Put 5 riddle books in their mailboxes for them to read.
W- Then have students use Pebblego to decide which animal that swims that they want to write their riddles about.
Th- Using Popplet, have students web their writing.
F- Continue students webbing their writing.
Week #30 Date 3/27 - 3/31
M- Begin writing 3 descriptive sentences about your game of choice. Guide students to think about a good introduction and conclusion sentence.
T- Continue descriptive writing sentences.
W- Continue descriptive writing sentences.
Th- 10 in a Row Award and play Kahoot using Main idea and details concept
F- Work on rough draft.
M- Begin writing 3 descriptive sentences about your game of choice. Guide students to think about a good introduction and conclusion sentence.
T- Continue descriptive writing sentences.
W- Continue descriptive writing sentences.
Th- 10 in a Row Award and play Kahoot using Main idea and details concept
F- Work on rough draft.
Week #29 Date 3/20 - 3/24
M- DRA one student. Students can work on Book Creator books, written books or Sight Word spin while I am testing.
T- DRA one student. Students can work on Book Creator books, written books or Sight Word spin while I am testing.
W- DRA one student. Students can work on Book Creator books, written books or Sight Word spin while I am testing.
Th- Begin Cat in the Hat Writing activity. Students read the book with me first.
F- Finish reading the Cat in the Hat then begin brainstorming better game choices for the box.
M- DRA one student. Students can work on Book Creator books, written books or Sight Word spin while I am testing.
T- DRA one student. Students can work on Book Creator books, written books or Sight Word spin while I am testing.
W- DRA one student. Students can work on Book Creator books, written books or Sight Word spin while I am testing.
Th- Begin Cat in the Hat Writing activity. Students read the book with me first.
F- Finish reading the Cat in the Hat then begin brainstorming better game choices for the box.
Week #28 Date 3/13 - 3/17
M- DRA two students. Students can work on Book Creator books or Sight Word spin while I am testing.
T- DRA two students. Students can work on Book Creator books or Sight Word spin while I am testing.
W- no school
Th- no school
F- no school
M- DRA two students. Students can work on Book Creator books or Sight Word spin while I am testing.
T- DRA two students. Students can work on Book Creator books or Sight Word spin while I am testing.
W- no school
Th- no school
F- no school
Week #27 Date 3/6 - 3/10
M- Students work on Soldier letters. CORE Assessment for new student.
T- finish CORE Assessment for new student. Others finish work on Soldier letters.
W- make books using BookBuilder Volumes. Support students with Elkonin boxes and analogies.
Th- continue BookBuilder books.
F- BookBuilder books
M- Students work on Soldier letters. CORE Assessment for new student.
T- finish CORE Assessment for new student. Others finish work on Soldier letters.
W- make books using BookBuilder Volumes. Support students with Elkonin boxes and analogies.
Th- continue BookBuilder books.
F- BookBuilder books
Week #26 Date 2/27 - 3/3
M- Continue work on Soldier letter. Don't forget to write a few things about yourself.
T- Soldier letter
W- Soldier letter
Th- Soldier letter- If finished early, make a word salad and add it to the front of the card.
F- no school
M- Continue work on Soldier letter. Don't forget to write a few things about yourself.
T- Soldier letter
W- Soldier letter
Th- Soldier letter- If finished early, make a word salad and add it to the front of the card.
F- no school
Week #25 Date 2/20 - 2/24
M- No School
T- read United States Army on EPIC
W- Brainstorm some ideas on what to write to Soldiers serving overseas on chart paper
Th- Fill out the Soldier Web then write a rough copy of your soldier letter
F- no Mrs. Jerke
M- No School
T- read United States Army on EPIC
W- Brainstorm some ideas on what to write to Soldiers serving overseas on chart paper
Th- Fill out the Soldier Web then write a rough copy of your soldier letter
F- no Mrs. Jerke
Week #24 Date 2/13 - 2/17
M- Read Zomo the Rabbit to students. Have students help me draw a web that shows what they think wisdom is.
T- Show students an example of a letter and Opinion Pyramid that I made. Talk about the introduction sentence, the three reasons and the conclusion. Have students begin their Opinion Pyramid.
W- Continue Wisdom writing
Th- Continue Wisdom writing
F- No School
M- Read Zomo the Rabbit to students. Have students help me draw a web that shows what they think wisdom is.
T- Show students an example of a letter and Opinion Pyramid that I made. Talk about the introduction sentence, the three reasons and the conclusion. Have students begin their Opinion Pyramid.
W- Continue Wisdom writing
Th- Continue Wisdom writing
F- No School
Week #23 Date 2/6 - 2/10
M- finish up Ask and Answer questions in notebooks using the Penguin book on EPIC.
T- The teachers reads the book first. Then students will read the book Rosa Parks on EPIC.
W- Continue reading Rosa Parks. Students will use a Who, What, When, Where, Why and How graphic organizer to ask 6 questions about the book they read this week.
Th- Continue writing down their questions. Have students answer someone else's questions.
F- No Mrs. Jerke today
M- finish up Ask and Answer questions in notebooks using the Penguin book on EPIC.
T- The teachers reads the book first. Then students will read the book Rosa Parks on EPIC.
W- Continue reading Rosa Parks. Students will use a Who, What, When, Where, Why and How graphic organizer to ask 6 questions about the book they read this week.
Th- Continue writing down their questions. Have students answer someone else's questions.
F- No Mrs. Jerke today
Week #22 Date 1/30 - 2/3
M- NEW GROUP! Go over rules and routines. Begin to decorate their data folder.
T- Finish decorating Data folder. Start CORE Assessments.
W- Read Penguins on EPIC. Teacher models asking and answering questions.
Th- Continue Penguins. Have students think of one question to ask and write in notebooks.
F- Pass notebooks and have students answer the question using the book if needed. Switch notebooks and ask and answer one more question. (First watch growth mindset video and write down 2-5 things that popped out at them)
M- NEW GROUP! Go over rules and routines. Begin to decorate their data folder.
T- Finish decorating Data folder. Start CORE Assessments.
W- Read Penguins on EPIC. Teacher models asking and answering questions.
Th- Continue Penguins. Have students think of one question to ask and write in notebooks.
F- Pass notebooks and have students answer the question using the book if needed. Switch notebooks and ask and answer one more question. (First watch growth mindset video and write down 2-5 things that popped out at them)
Week #21 Date 1/23 - 1/27
M- Finish up Opinion paragraph. Those who want to write about another opinion go ahead and do so.
T- Opinion Writing
W- Opinion Writing
Th- Opinion Writing
F-If all are finished, play CHUNKS!
M- Finish up Opinion paragraph. Those who want to write about another opinion go ahead and do so.
T- Opinion Writing
W- Opinion Writing
Th- Opinion Writing
F-If all are finished, play CHUNKS!
Week #20 Date 1/16 - 1/20
M- No School
T- Work on writing sentences to go along with their topic.
W- no Mrs. Jerke
Th- Continue Opinion Writing. To publish, type their paragraph in Book Creator and print off to Display in the Hallway.
F- Students can branch off on their own when ready and pick their own topic.
M- No School
T- Work on writing sentences to go along with their topic.
W- no Mrs. Jerke
Th- Continue Opinion Writing. To publish, type their paragraph in Book Creator and print off to Display in the Hallway.
F- Students can branch off on their own when ready and pick their own topic.
Week #19 Date 1/9 - 1/13
M- write sentences using compound words.
T- No Mrs. Jerke
W- Talk about what an Opinion is. Watch the YouTube video about Opinions Episode 1 then Episode 2. Read from a list of topics. In groups, decide which topic you want to write about.
Th- No Mrs. Jerke
F- Compile all of the brainstormed ideas. Students decide on their topic. Begin listing reasons about their topic.
M- write sentences using compound words.
T- No Mrs. Jerke
W- Talk about what an Opinion is. Watch the YouTube video about Opinions Episode 1 then Episode 2. Read from a list of topics. In groups, decide which topic you want to write about.
Th- No Mrs. Jerke
F- Compile all of the brainstormed ideas. Students decide on their topic. Begin listing reasons about their topic.
Week #18 Date 1/2 - 1/6
M- No School
T- Text Reading level-AS
W- -CORE Assessment EG Phonological Segmentation, then back to CG text level
Th- V.009 Vocabulary-Compound words
F- continue V.009 Compound words
M- No School
T- Text Reading level-AS
W- -CORE Assessment EG Phonological Segmentation, then back to CG text level
Th- V.009 Vocabulary-Compound words
F- continue V.009 Compound words
Week #17 Date 12/19 - 12/23
M- CORE Assessment EG and AS
T- CORE Assessment AS and CG
W- CORE Assessment finish up any students-Give Christmas gifts out
Th- No Power Up Group
F- Christmas Break
M- CORE Assessment EG and AS
T- CORE Assessment AS and CG
W- CORE Assessment finish up any students-Give Christmas gifts out
Th- No Power Up Group
F- Christmas Break
Week #16 Date 12/12 - 12/16
M- Continue sentences for each homograph. If stuck, use google to help or a partner
T- pick a homograph and create a PicCollage
W- Continue with PicCollage
Th- Begin CORE Assessments KA
F- CORE Assessment KA and EG
M- Continue sentences for each homograph. If stuck, use google to help or a partner
T- pick a homograph and create a PicCollage
W- Continue with PicCollage
Th- Begin CORE Assessments KA
F- CORE Assessment KA and EG
Week #15 Date 12/5 - 12/9
M- finsih up Homophone Unit
T- begin work with Homographs. Have students go to YouTube and search Homographs for kids. Upload to their SeeSaw account. Ask what they learned.
W- Watch Mrs. Jerke's videos #1 and #2 on Homographs and complete the activity
Th- Work on Homograph activity sort. Once completed, upload to SeeSaw
F- Watch video #3- Checking for aquisition. Students will write two sentences for each homograph
M- finsih up Homophone Unit
T- begin work with Homographs. Have students go to YouTube and search Homographs for kids. Upload to their SeeSaw account. Ask what they learned.
W- Watch Mrs. Jerke's videos #1 and #2 on Homographs and complete the activity
Th- Work on Homograph activity sort. Once completed, upload to SeeSaw
F- Watch video #3- Checking for aquisition. Students will write two sentences for each homograph
Week #14 Date 11/28 - 12/2
M- finish up Main idea project
T- Begin self-paced unit on Homophones. Use the uploaded Flipped Videos on SeeSaw to begin.
W- Self-paced Homophone Unit.
Th- Self-paced Homophone Unit.
F-Self-paced Homophone Unit.
M- finish up Main idea project
T- Begin self-paced unit on Homophones. Use the uploaded Flipped Videos on SeeSaw to begin.
W- Self-paced Homophone Unit.
Th- Self-paced Homophone Unit.
F-Self-paced Homophone Unit.
Week #13 Date 11/21 - 11/25
M- finish up Main idea project
T- Learn about Homophones. Watch Homophone YouTube video.
W- Play Go Fish Homophones-Next week, create Homophone book using Book Creator
Th-No School Happy Thanksgiving!
F-No School
M- finish up Main idea project
T- Learn about Homophones. Watch Homophone YouTube video.
W- Play Go Fish Homophones-Next week, create Homophone book using Book Creator
Th-No School Happy Thanksgiving!
F-No School
Week #12 11/14 - 11/18
M-Main Idea Project
T- Main Idea Project
W- Main Idea Project
Th- Main Idea Project
F- No School
M-Main Idea Project
T- Main Idea Project
W- Main Idea Project
Th- Main Idea Project
F- No School
-Week #11 11/7 - 11/11
M- Finish up with Main Idea Project
T- students pick a fiction book out of a choice of 5. Read book into SeeSaw for a end of Quarter Reading Sample and begin Main idea work with graphic organizer.
W- Continue Main Idea Project-Once written on plan and spelling checked, use Book Creator to publish
Th- Continue Main Idea Project
F- No School
What didn't I get to this week?-
M- Finish up with Main Idea Project
T- students pick a fiction book out of a choice of 5. Read book into SeeSaw for a end of Quarter Reading Sample and begin Main idea work with graphic organizer.
W- Continue Main Idea Project-Once written on plan and spelling checked, use Book Creator to publish
Th- Continue Main Idea Project
F- No School
What didn't I get to this week?-
Week #10 10/31 - 11/4
M- Using the graphic organizer, determine main idea and details and record them.
T- Continue Main Idea project
W- Main Idea Project- Use Book Creator to publish
Th- Main Idea Project
F- Main Idea Project
What didn't I get to this week?-
M- Using the graphic organizer, determine main idea and details and record them.
T- Continue Main Idea project
W- Main Idea Project- Use Book Creator to publish
Th- Main Idea Project
F- Main Idea Project
What didn't I get to this week?-
Week #9 10/24 - 10/28
M- Create a Pic Collage for a pair of Antonyms and upload to SeeSaw
T- Begin Antonym Sort
W- Continue with Antonym Sort and upload to SeeSaw.
Th- New Book: The Big Dog L-14 After reading, talk about the main idea and details.
F- Using the graphic organizer, determine main idea and details and record them.
What didn't I get to this week?- Using the graphic organizer, determine main idea and details and record them.
M- Create a Pic Collage for a pair of Antonyms and upload to SeeSaw
T- Begin Antonym Sort
W- Continue with Antonym Sort and upload to SeeSaw.
Th- New Book: The Big Dog L-14 After reading, talk about the main idea and details.
F- Using the graphic organizer, determine main idea and details and record them.
What didn't I get to this week?- Using the graphic organizer, determine main idea and details and record them.
Week #8 10/17 - 10/21
M- Teach Pic Collage
T- Pick a synonym pair and create a PicCollage
W- Continue PicCollage and upload to SeeSaw-use voice tool to record what you learned about synonyms
Th- Talk about how to watch a video. Practice watching the following video: Sesame Street video of Anytonyms- How are soggy and crunchy antonyms? How are humongous and minature anytonyms? Play Antonym Dominoes.
F- Begin Antonym Sort and Upload to SeeSaw
What didn't I get to this week?-
M- Teach Pic Collage
T- Pick a synonym pair and create a PicCollage
W- Continue PicCollage and upload to SeeSaw-use voice tool to record what you learned about synonyms
Th- Talk about how to watch a video. Practice watching the following video: Sesame Street video of Anytonyms- How are soggy and crunchy antonyms? How are humongous and minature anytonyms? Play Antonym Dominoes.
F- Begin Antonym Sort and Upload to SeeSaw
What didn't I get to this week?-
Week #7 10/10 - 10/14
M- Continue Bat Contractions
T- One more day of Bat Contractions
W- Show YouTube video on Synonyms. Play Synonym Dominoes.
Th- No Mrs. Jerke
F- Synonym Sort-glue in notebooks Then in Notebooks write Big=Large, Little=Small, etc.
What didn't I get to this week?- Continue writing Synonyms in notebooks. Take a picture and record voices reading the synomyms
M- Continue Bat Contractions
T- One more day of Bat Contractions
W- Show YouTube video on Synonyms. Play Synonym Dominoes.
Th- No Mrs. Jerke
F- Synonym Sort-glue in notebooks Then in Notebooks write Big=Large, Little=Small, etc.
What didn't I get to this week?- Continue writing Synonyms in notebooks. Take a picture and record voices reading the synomyms
Week #6 10/3/16-10/7/16
M- Finish coloring Character and upload to SeeSaw.
T- Look at my Leveled books and decide a goal for Christmas. Talk about the structure of leveled books
W- Hundreds Chart Reward-Play Kahoot Main Idea
Th- Vocabulary-Contraction BINGO and start making Bat-tastic Contraction Bats
F- Continue Making Contraction Bats
What didn't I get to this week?- Play Synonym Dominoes then in Notebooks write Big=Large, Little=Small, etc.
Play Antonym Dominoes then in Notebooks write Happy is the opposite of Sad, End is the opposite of Beginning, etc.
M- Finish coloring Character and upload to SeeSaw.
T- Look at my Leveled books and decide a goal for Christmas. Talk about the structure of leveled books
W- Hundreds Chart Reward-Play Kahoot Main Idea
Th- Vocabulary-Contraction BINGO and start making Bat-tastic Contraction Bats
F- Continue Making Contraction Bats
What didn't I get to this week?- Play Synonym Dominoes then in Notebooks write Big=Large, Little=Small, etc.
Play Antonym Dominoes then in Notebooks write Happy is the opposite of Sad, End is the opposite of Beginning, etc.
Focus Standard: 2.RL.3. Describe how characters in a story respond to major events and challenges.
Week #5 9/26/16-9/30/16
M- Look through books and determine a book level you want to be able to read by the end of the year.
T- Comprehension- Show video of character traits. Use graphic organizer to talk about how we can identify character traits in ourselves.
W- Have students pick their character traits for themselves from the list of words. Draw their silhouette on black paper. Have students use Word Salad app and type their traits.
Th- Continue using Word Salad to type traits.
F- Using the character traits word list and students will write down character traits for the character in their book and fill out the graphic organizer.
What didn't I get to this week?- Students can color their character. Look through books to determine which book level they want to choose as a goal to read by the end of the year.
M- Look through books and determine a book level you want to be able to read by the end of the year.
T- Comprehension- Show video of character traits. Use graphic organizer to talk about how we can identify character traits in ourselves.
W- Have students pick their character traits for themselves from the list of words. Draw their silhouette on black paper. Have students use Word Salad app and type their traits.
Th- Continue using Word Salad to type traits.
F- Using the character traits word list and students will write down character traits for the character in their book and fill out the graphic organizer.
What didn't I get to this week?- Students can color their character. Look through books to determine which book level they want to choose as a goal to read by the end of the year.
Week #4 9/19-9/23
M- CORE Assessment Finish Up Phonological Segmentation. While not being tested, students work in CORE5 or EPIC (Miss Dani helps with Assessing)
T- CORE Assessment- Oral Reading Fluency
W- CORE Assessment- Oral Reading Fluency
Th- CORE Assessment-Vocabulary
F-CORE Assessment- Reading Maze
M- CORE Assessment Finish Up Phonological Segmentation. While not being tested, students work in CORE5 or EPIC (Miss Dani helps with Assessing)
T- CORE Assessment- Oral Reading Fluency
W- CORE Assessment- Oral Reading Fluency
Th- CORE Assessment-Vocabulary
F-CORE Assessment- Reading Maze
Week #3 9/12-9/16
M- CORE Assessment-Begin with Letter ID and Word Reading. While not being tested, students work in CORE5 or EPIC (Help from Mrs. Peterson)
T- CORE Assessment-Phoneme Deletion and Segmentation
W- CORE Assessment-Phoneme Work
Th- No Mrs. Jerke (RR PD)
F-CORE Assessment- Make up testing with AS and EG
M- CORE Assessment-Begin with Letter ID and Word Reading. While not being tested, students work in CORE5 or EPIC (Help from Mrs. Peterson)
T- CORE Assessment-Phoneme Deletion and Segmentation
W- CORE Assessment-Phoneme Work
Th- No Mrs. Jerke (RR PD)
F-CORE Assessment- Make up testing with AS and EG
Week #2 9/5-9/9
M- No School-Labor Day
T- SeeSaw K-2 Student Challenge SeeSaw Steps 9-11
W- SeeSaw K-2 Student Challenge SeeSaw Steps 12-13
Th-SeeSaw K-2 Student Challenge SeeSaw Steps 14-15
F- SeeSaw k-2 Student Challenge -Last step 16 and hand out certificates. Let students listen to other journal entries.
M- No School-Labor Day
T- SeeSaw K-2 Student Challenge SeeSaw Steps 9-11
W- SeeSaw K-2 Student Challenge SeeSaw Steps 12-13
Th-SeeSaw K-2 Student Challenge SeeSaw Steps 14-15
F- SeeSaw k-2 Student Challenge -Last step 16 and hand out certificates. Let students listen to other journal entries.
Week #1 8/29-9/2
M- Rules/Behavior Board
T-Play Just Like Me/Data Folders
W-Finish coloring Data Folders and color in behavior/attendance (10 minutes) Introduction to SeeSaw using K-2 Student Challenge Step 1
Th- SeeSaw K-2 Student Challenge Steps 2-4
F- SeeSaw K-2 Student Challenge SeeSaw Steps 5-8
M- Rules/Behavior Board
T-Play Just Like Me/Data Folders
W-Finish coloring Data Folders and color in behavior/attendance (10 minutes) Introduction to SeeSaw using K-2 Student Challenge Step 1
Th- SeeSaw K-2 Student Challenge Steps 2-4
F- SeeSaw K-2 Student Challenge SeeSaw Steps 5-8