Resource listings per parent request!
Online Activities and Resources from the San Jose Public Library (use your library card!):
San Jose Public Library Kids’ Page
Tumblebook Library Online Stories Read Aloud
eBooks for Primary Grades (may be further sorted by ATOS -AR- level)
Kids’ games, Cartoons and Comics, Sports links, and Arts and Crafts ideas
Carson Elementary Adaptive Learning Links:
Lexia -Foundational Reading Skills, self-paced
Dreambox -Math practice. Find teacher’s name, then use regular student I.D. and password.
Renaissance Place Home Connect – Practice Math Facts in a Flash; check A.R. level and achievement.
Other resources of Interest:
Maker’s Fair (STEM and education Resources; yearly event; “Maker” magazine)
Bay Area Parent (Local magazine with listings of camps, tutors, and activities)
Benicia Public Library Booklist for Second and Third Grade
NEA’s 100 Best Books for Children
Moreland’s Summer reading List-2nd and 3rd
Education apps for iPad-article on “Teachthought.com”
American Association of School Librarians 2013 Education App list
“Parents Magazine” app recommendations
7X7 SF’s List of Kid- Friendly Activities in San Jose
Yelp’s List of kids’ activities in our area
<p Language Arts
Unit 5:Learning Through Research
Why is it important to explore multiple sources when researching a topic? How does comparing and contrasting multiple texts help the reader to thoroughly understand the topic? How can the reader communicate the information they have learned about a topic to others? …the main purpose for the reader or writer is to communicate their understanding of the message.
-ask who, what, when, where, why, and how questions to demonstrate their understanding of text.
-compare and contrast two different texts on the same subject.
-engage in a shared research project to produce a written and oral presentation.
-record science observations.
-use structural analysis and context clues when decoding text.
Spelling Words March 24-27:
1. I’ll 2. you’re 3. we’ve
4. you’ll 5. isn’t 6. I’ve
7. can’t 8. I’m 9. didn’t
10. it’s 11. couldn’t 12. they’re
13. wouldn’t 14. what’s 15. wasn’t
Spelling Words March 31-April 4:
1. she’ll 2. he’s 3. what’s
4. don’t 5. hasn’t 6. that’s
7. he’ll 8. weren’t 9. doesn’t
10. aren’t 11. there’s 12. he’d
13. who’s 14. haven’t 15. where’s
2.RL.4 Describe how words and phrases supply rhythm and meaning in a story, poem, or song.
2.RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
2.RI.9 Compare and contrast the most important points presented by two texts on the same topic.
2.SL.4 Tell a story or recount an experience with appropriate facts
and relevant, descriptive details, speaking audibly in coherent sentences.
2.W.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
2.W.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
2.W.8 Recall information gathered from experiences or gather information provided form sources to answer a question.
2.L.1 Demonstrate command of conventions of Standard English Grammar and usage when writing or speaking.
2.L.4 Determine or clarify the meaning of unknown or multiple-meaning words and phrases based on Grade 2 text.
2.L.5 Demonstrate understanding of word relationships and nuances in word meanings.
Language Arts Academic Vocabulary:
Information, research, opinion, information, exposition, main idea, detail, compare, contrast, revise, edit, possessive, contraction
Language Arts Domain Specific Vocabulary:
Chrysalis, larva, larvae, life cycle, butterfly
(Language Arts information from:
San José Unified School District Curriculum, Instruction & EL Services PreK-5 ELA 2nd Grade Curriculum Map aligned to the Common Core State Standards page 59 of 112 SJUSD/Div. of Curriculum, Instruction & EL Services, PK -¬‐5:Albarrán/Lax/Petkiewicz/SJUSD 2nd Grade CCSS Cohort Version: November, 2013)
Unit 10 Adding Whole Numbers
Lesson 6.5; Place Value and Base Ten Review
Enduring Understanding: A variety of Strategies can be used to solve any problem
Essential Questions: Does order matter when you’re adding? How can strategies and the order of numbers help you solve problems?
Unit 11:Adding and Subtraction Whole Numbers With Regrouping
enVision Topics 9 and 10; Investigations Units 8:3 and 8:4
The purpose of this unit is to give students time to work toward fluency when adding and subtracting numbers within 100. Fluency means accuracy, efficiency, and flexibility. The standard calls for students to use pictures, strategies, and standard algorithms to find the solution. Students who struggle with this may benefit form using concrete objects such as place value blocks. Students must understand the situation before they will be able to solve problems.
*Students will: Solve one and two step word problems, explain why addition and subtraction strategies work, and fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
Common Core Standards:
Standards for Mathematical Practice
(Math information from:
San Jose Unified School District Curriculum, Instruction & EL Services PreK-5 2nd Grade CCSSM Scope and Sequence SJUSD Division of Instruction –Albarrán/ Lax/ Petkiewicz / Centeno / SJUSD 2nd Grade CCSS Cohort Page 23 of 47.
Created and modified from original work with permission from the Dana Center, University of Texas, Austin June, 2013)