SECOND GRADE SUMMER PAC T

SECOND GRADE
SUMMER PAC T
District Heights Elementary School
* Please complete summer packet and return it to your
teacher on the first day of schod.

Name:
by Kelly Hashway
What’s the difference between a groundhog
and a woodchuck Actually, they are the same
animal. Groundhogs are also known as woodchucks
and even marmots.
Groundhogs are the largest members of the
squirrel family. They are a member of a special group
of ground squirrels called marmots. Groundhogs may
not look like they would be good climbers, but they
are. Even with their heavy looking bodies, they can climb tress to escape predators or check
out their surroundings. Groundhogs like to stay alert, which is why you’ll often see them
standing on their hind legs and being very still. If a groundhog senses danger, it will give a loud
whistle to warn other groundhogs. Besides whistling, groundhogs will grind their teeth together
and make low barking sounds.
Climbing trees isn’t a groundhog’s only talent. They are also good swimmers. Bul
groundhogs prefer to be in burrows under the ground, which is where they make their homes.
A burrow usually has anywhere from two to five exits to help the groundhog escape predators.
Luckily, groundhogs have very strong limbs and curved claws that make digging easy. Once a
burrow is made, the groundhog will stay close fo it. This is why they make their burrows near
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sources of food. Groundhogs eat mostly wild grass and other vegetation. But they do eat small
animals like grasshoppers snails and grubs
too.
While groundhogs will eat nuts like
squirrels do, they do not store food the same
way. Groundhogs will eat and eat all summer
long to build up fat in their bodies. Once the
weather starts getting cold, they hibernate like
bears in underground burrows. These are called "winter burrows" and are different from the
burrows groundhogs use during the summer months. They’ll sleep until spring, living off the
body fat they have stored up all summer.
Whether you call them groundhogs, woodchucks, or marmots, these creatures have
become quite famous among humans. They even have a day named after them.
About the Author
Kelly Hashway’s latest book, May the Best Dog Win, is now available!
Dash has the perfect life until the Super Sweeper 5000 shows up. Sweeper
runs all over the house sucking up the leftover food scraps, and he even
his own room! But Dash won’t give up his place as the favorite dog without a
fight.
Hashway, Kelly. May the Best Dog W/in. ISBN: 97809845890B1
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Name:
Grouncll og or
Woodcl uck
Kelly Hashway
What is the difference between a groundhog and a woodchuck
Q. Groundhogs are larger than woodchucks.
b. Woodchucks climb flees, but groundhogs do not.
¢. Groundhogs are marmots, but woodchucks a~e nct.
d. Woodchucks and groundhogs are the same animal.
Complete the graphic organizer.
3. Explain how a groundhog’s burrow is designed to keep the groundhog safe from predators.
4. Do you think a groundhog is likely to weigh more in early spring or late autumn Explain.

~ame~
Groundhog or
Woodchuck
by Kelly Hashway
In the article, "Groundhog or Woodchuck", you
learned many interesfing facts about groundhogs.
Write a paragraph with four true facts about groundhogs. Also include one fact that is not
true. Have a friend or family member read your paragraph. See if they can figure out which
fact is not true.
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Name:
by Kimber Krochmal
t have a new pet dragon.
He followed me from a dream.
But I can’t tell my mom,
If would only make her scream.
I fried to feed him fried rice,
But he didn’t like the spice.
So I tried to feed him applesauce,
But he said it made his eyes cross.
I tried to feed him gingerbread,
But he said it only hurt his head.
So I tried to feed him peanut butter,
But it got stuck and made him stutter.
I tried to feed him watermelon pie,
But that, he said, he wouldn’t try.
So I tried to feed him sprinkle cake,
But he said that would keep him awake.
I tried to feed him last night’s dessert,
But he said it made his stomach hurt.
So I tried to feed him some fish,
But he really didn’t like that dish.
Then I tried to feed him cheese,
That’s when he said "more please."
Now my mom is wondering why,
We can’t keep cheese in the house.
I heard her last night telling Dad,
She thinks we have a mouse.
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Name:
to F ee¢l Dragon
by Kimber Krochmal
1. Why wouldn’t the dragon eat rice
2. Why wouldn’t the dragon eat sprinkle cake
=
Wha1 lype of poem is this
a. non-fiction
c. science fiction
b. fanlasy
d. biography
Lines 27 and 28 of the poem say:
My morn is wondering why,
We can’t keep cheese in the house.
What does this mean
a. Morn wonders why the cheese smells roften.
b. Mem thinks the cheese needs to be kept outside.
c. Mom wonders why the store is out of cheese.
d. Mom wonders why the cheese keeps disappearing.
Which of these sentences describes something that could happen in real life
a. Last night’s dessert made my dragon’s stomach hurt.
b. I told my mom that I have a pet dragon.
c. I tried to feed my pet dragon applesauce.
d. My pet dragon said, "More please."
Now try this: Read the poem aloud to a friend, parent, or teacher, practice reading
with expression.
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Sample BCR Questions
Directions: Choose one question from the samples beIow for each book read and write a
response of no more than 6~8 lines. Be sure that yot~r maswer inctudes text support and a
clear cxptmlation as weI1 as the title and author of the book (or arlicle) to wl~ich yon are
responding.
Fiction OR Non-Fiction
Good readers monitor and clarify ~vhite they are reading. -What is a word you did not
recognize or cottld not say What did you do to sound out tNs word Name the steps
you took to sotmd out this word. A~sking someone else what the word was does not comat
on this qt~estion.
Did yon have to infer ’to tmderstand the text Give examples, lnclnde the info~anation
from the text, the information from your mind, and the inference you made from the two.
Good readers monitor and clarify while ttaey are reading. What was soraething you did
not understarad while reading What did yon do to clear up your confusion Did it help
Asking someone else for the answer does not count on this question.
What words used by the author helped to create a picture in your mind Explain your
response uging evidence from the text.
Fiction
Summarize the text. Be sure tc include the characters, setting, problem, solution, and
important infom~ation from the begdrming, middle, and end.
Evah~ate the text. Did you Iike the story Why or why not Did the author keep you
iarterested in the sto~2¢ How Give examples from the text.
Good readers make predictions before and dnring reading. What was a prediction you
made that was wrong Why did you make that prediction
Evaluate the author. Did the author keep you interested in the story How Did the
attthor nse interesting mad descriptive langt~age Give examples fl’om tl~e textl
Good readers monitor and clarify whLle they are reading. What was something you did
not understand w~le reading What did you do to clear up your confession Did it help
Asking someone else for the answer does not count on this qunstion.
Expla~in how the characters’ actions led to the sohition of the story-. Use details from the
text to support yore" response,

How did the seeing affect the actions of the characters and the events in the story Use
details from the text to support your answer.
Write a summary ofkt~e text that includes the message or theme of the book.
What could be another title for this book Use details from the story to support your
answen
*What is the main idea of the poem Use evidence from the text to support your answer.
*Explain what the author does to show that this is realistic fiction. Give text support for
your answer.
Non-FictSon
What test features did the author use to help you u~derstand the information Support
your aaswer with evidence from lhe text.
What is the main idea of this text What are some details that support this main idea
Use o~Iy intbrmation from the text to support your answer.
BCR Scoring Robric
Grades 2
3 points
The response:
. demonstrates an tmderstandi~g of the complexities of the text
¯ Mdresses the demands of the question
,~ effectively uses text-relevant i*ffurmation to clm’ify or extend understanding
2 points
The response:
¯ demonstrates a general understanding of the text
¯ partially answers the demands of the question
,, uses text relevant three, nation to show understanding
I point
The response:
¯ minimally addresses the demands of the question
¯ uses minimal information to show some understanding of the texdt in
to the question
0 points
The response is:
¯ completely inco~cec.t and irrelevant to the question OR
¯ missing

BCR #1
Part A:
Monica were to the park and saw 5 boys and 7 girls playing in a
sand box. How many chil&en in all were playing in the sand box
Answer for part A
Part B:
Explain how you got your answer. Use what you know about
addition in your explanation. Use words, numbers, and/or symbols
in your explanation.

BCR #2
Part A:
Jane had 8 apples. She gave 5 of her apples to Mark. How many
apples did Jane bare left
Answer for Part A
Part B:
Explain how you got your answer. Use wlaat you know about
counting back in your explanation. Use words, numbers, and/or
symbols in your explanation.

BCR # 3
Part A:
Write the fact f~ amlly . for the following numbers: 6, 9, and 3
Part B:
Explain why your answer is correct. Use what you know about fact
families in your explanation. Use words, numbers, and/or symbols
in your explanation.

BCR# 4
Part A:
If today is Thursday, what was yesterday
Answer lbr Part A
Part B:
Explain why your answer is correct. Use what yon know about
days of the week to explain your answer. Use words, numbers,
and/or symbols in your explanation.

BCR # 5
Part A:
10 more than 54 is 10 less tha~ 54 is
1 more than 54 is 1 iess than 54 is
Part B:
Explain why your answer is correct. Use what you know about
more and. Iess than in your explanation. Use words, numbers,
and/or symbols in your explanation.

Internet Resources
Hem are some links to sites on the internet that relate to our reading themes.
Discover Kids
At this site students can explore a wealth of ideas tbr adventures, as well as find step-by~
step dk’ections for many challenging activities. Multiple links to related web sites are
provided.
h~p://kids.discoverv.com/
Yosemite Fund: The Waterfalls of Yosemite
Invite yore" s’mdents to view a video of some of the magnificent waterfa!/s found in
Yosemite National Park. On the home page, type waterfalls in the search blank.
ht tp://www.’vo s ea~ite f-an d.or ~
Create Youa- Own Adventure
St~dents create their own wild and crazy adventure stories by filling irt words that will be
incorporated into story frames. Telt students to click on tt~e "Create Your" Own
Adventure" graphic.
hrtl~://www.pbs, or ~,~Acratls/cr azv/index.html.
Candy Mice
Wo~ld your studcnts enjoy malting their own "mode! citizens" of Mousopolis At tt~is
site: children will find a recipe tbr candy mice that they can make at home, with adult
supervision.
http ://~x~v.candvas a.or ~/Recipes/Ki ds/candymice .asp
Barletta
Here your students can see photos of the actual town of Barletta, Italy, including a picture
of the real giamt statue of Barlelta. Poiut out that since the text is written in Italian,
students are not expected to read it.
http://w~.take.it/tendenze/pagpers/alberto/barletta.I~tm
The Topiary Garden
Tell studeats that the sculpted shrubs shown on the cover of Tt~.e Garden of Abdn[ (asazi
are called topiary sculptures. Then encourage students to take a virtual tour of a
marvelous topiary- garden in Columbus, Ohio. The garden - the work of sculptor James
T. Mason- is a livirtg, three-dimensional re-creation of a pain.ring by the impressionist
Georges Seurat. Have students click on the limk entitled ’Wirtuat Tour" at this site.
http ://www.to!~iaw Harden.or g
Sadlier-Oxford Vocabulary Workshop
www.sadlier-oxford.com

Anima! Bytes
At tI~s SeaWork~Susch Gardens site~ kids ea~ get a weMth of "fast facts" about many
id~ds of anLmals, including amphibians, birds, fish, i~sects~ ~nve~ebrates~ marmnal% and
reptiles. Among the facts provided are descriptions of the animals m~d information about
their life spans, habitats, and diets. Fan facts are sometimes available, too.
htt~p://www.seaworld.or~/animal-info/animal-bvtes~
Musemn of Science and Industr~
At the web site of Chicago’s Museum of Science and Industry, your students can choose
to take a number of virtual voyages through the nruset~m’s online exhibits.
h~p://www.rnsichicago._o_r£[
NASA Kid’s Club
Are there some budding astronomers, or even astronauts in your class If so, this NASA
web site wilI keep them gIued to their computer screens. Have the students choose the
legs of their voyage by clicking o~ the Level I topics. Here they can explore our solar
system and maiverse and learn rnany interestkng facts about space science. The site also
offers an aMnrdance of challenging activities and games.
http://ww’~v.nasa.gov/audienee/forkids/kidsclub/flash/index.html
Basic Spanish Vocabulary_
In "Pepita Talks Twice", it took Pepita a while to decide that ~t was a good idea to speak
two languages. Are there students in yore" class who would er~ioy learning a second
language At this site, produced by Quia Corporation, students cm~ team basic Spm~sh
vocabulary words such as tt~e names of days and months, words for nmnbers and colors,
terms for family rnernbers, greetings, and directions. The learning fommts are tim: a.
matching game, flas~cards, and a concentration game.
l~p://www.quia.com/mc/65819.html
Other Hot LiM~s:
~vvea,. facttnonster.com
www.bookadventnre.org
wx~v.timeforkids.corn
www.scholastic_cora
www.primarygmnes.corn
~VWW.S chootnote s. corn

Family Field Trips
The Accokeek Foundation
National Colmlial Farm
3400 Bryan Point Road
Accokeek, Md. 20607
301-283-2113
www.accokeek.org
The National Patuxent Wildlife and Refuge Center
Located off Powder Mill Road between Route 197 and the Baltimore/Washington
Parlcway in Laurel, Md.
ww’w.pwrc
Smithsonian
National Museum of American History
14 th Street mad Constitution Ave., NW
Washington, DC 20560
202-633 -1000
www.americanhistoi3,, si. edu
Smithsonian
National Air and Space Museum
Independence Ave. at 6 th Street, SW
Washington, DC 20560
202-633-1000
www.nasm.si.edu
Srrdthsonian
National Museum of Natura! History
10 th Street and Constitution Ave., NW
Washington, DC 20560
202-633-I 000
www.nmh.si.edu

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Name."
Equal Groups / Division
You have 14 cookies. You have 2 plates.
Each plate has the same number of cookies.
How many cookies on each plate
Draw an equal groups picture.
Division problem:
N
You have 24 stickers. There are 3 kids.
Each kid gets the same number of stickers.
How many stickers does each kid get
Draw an equal groups picture,
Division problem:
You have 28 dog biscuits. You have 7 dog bowls.
Each dog bowl gets the same number of dog biscuits.
How many dog biscuits in each bowl
Draw an equal groups picture.
Division problem:
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Division / Equal Groups Page 2
You have 27 cherries. You have 3 bowls.
Each bowls gets the same number of cherries.
How many cherries in each bowl.
Draw an equal groups picture.
Division problem:
m
You have 21 fish, You have 3 fish tanks.
Each tank has the same number of fish.
How many fish in each tank
Draw an equal groups picture.
Division problem:
You see 16 birds. You see 8 bird feeders,
Each bird feeder has the same number of birds.
How many birds at each bird feeder
Draw an equal groups picture.
Division problem:
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