September · Week 1 · Day 5 · School day 5

Day 5: Me on the Map

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🗺️ Play with your child: Map Makers

The day, step by step

1. 10–15 min Morning meeting and calendar 2.NBT.1, 2.NBT.3, 2.NBT.8, 2.OA.3

   1. Greeting: choose a greeting (handshake, wave, a friendly "good morning") and greet each person by name.
   2. Calendar: read the full date, then ask "What day was it 3 days ago? What day will it be in 5 days?"
   3. Days of school: today is day 5. Show it with base-ten pieces: 0 tens and 5 ones. Write it in expanded form: 5 = 5.
   4. Number of the day: 5. Is it odd or even? What is 10 more (15) and 10 less?
   5. Question of the day: "What is your favorite place in our school?" Everyone answers in a complete sentence with a reason.

2. 20 min Phonics and fluency RF.2.3a, RF.2.3f, RF.2.4

   1. Review: read all 10 words: stamp, chest, crisp, plump, blond, shelf, trunk, split, scrub, cliff.
   2. Quick check: your child spells 3 words (stamp, chest, trunk) and reads 5 new words with the pattern. Note what to practice next week.
   3. Fluency check: one cold read of the passage for one minute, then a retell. Write the words read correctly in the log on the check-ins page.
   4. Tricky word check: read because, always, around in mixed order.

3. 25–30 min Reading workshop and read-aloud RI.2.1, RI.2.5

   Me on the Map by Joan Sweeney (or any book about maps)

   1. Before: "This book starts with a map of a room and gets bigger and bigger. What do you think comes next?"
   2. During: "What does this map show? How is it different from the last map?"
   3. After: "Put the maps in order from smallest to biggest place: room, house, street, town, state, country, world."

   Then read: 15 minutes of independent or partner reading from "just right" books, then one sentence in a reading notebook.

4. 30–40 min Math and math centers 2.NBT.1, 2.NBT.1a

   1. Quick review: build 128 and 281 with blocks. "Same digits, different numbers. Which is bigger? Why?"
   2. Play "Show me": you say a number, your child builds it as fast as they can.
   3. Exit card: your child writes the number for 3 flats, 4 rods and 7 cubes and its expanded form.

   Math center: Base-ten bingo: roll and build; cover the number on a bingo card.

5. 20–30 min Social studies C3 D2.Geo.2.K-2, D2.Geo.3.K-2

   1. Walk around the school (or your home) and list 6 important places.
   2. Draw a simple map of the route from the classroom to the office or the library. Add symbols and a key.
   3. Ask: "Why do maps use symbols instead of words?"

6. 20–25 min Writing W.2.2, L.2.2

   Write directions from our room to your favorite place in the school. Use order words: first, next, then, last.

   In 2nd grade, children plan, draft and revise. Expect correct spelling for patterns and tricky words already taught; sound spelling is fine for new words.

7. 20–30 min Centers and independent practice

   • Word work: build closed-syllable words with letter tiles, then sort them by vowel
   • Book bins: choose three "just right" books for your book box
   • Math: build numbers with base-ten blocks and write them three ways
   • Map corner: draw a map of your desk or table with a key

   Device time (5 to 10 minutes): Map Makers.

8. 5 min Closing circle SL.2.1

   Ask: "What place in the school did you learn about today?" Each child shares one thing.

Short day? Do the morning meeting, phonics and fluency, reading and math. Fold science or social studies into the read-aloud talk.