2ND GR LIT: UNIT 3

Learning Goals:

• I can read and understand narrative nonfiction.
  
• I can use text evidence to respond to narrative nonfiction.
  
• I know about how people can help out in their community.
  
• I can write a personal narrative.
  
• I can write an expository essay.
  

Key Concepts:

• For these two weeks our class will be learning the ways people can help their community. We will be discussing how people solve common problems in their communities. We will read different texts in the genre of narrative nonfiction.
  

Vocabulary: Let’s use each word in the list to make up a story about a problem in a town and how someone who lives in the town goes about solving it. I’ll make up the first sentence and use one of the words on the list. Then you make up the next sentence using a different word. We’ll do this until all the words have been used.

• insists, across, idea(s), countryside, borrow, solution, villages, lonely

Spiral Review: I’ll say a sentence using one of the spiral review words from the list below. Then you make up a different sentence using the same word. We’ll do this until all the words have been used.

• believe, stories, afraid, remarkable, choose, adult, feathers, lessons

Spelling Focus Week 1: Words with long a

You will make a chart of the various spelling combinations that make the long a sound. Your child will write each spelling word in the column that matches how the vowel sound is spelled. This week’s words contain the phonics sound of long a, spelled ai, ay, ea, eigh, and ey.

• stay, nail, train, weigh, break, prey, main, hay, steak, sleigh; review: scrape, strange

Spelling Focus Week 2: Words with long i

You will say one of the words on the list. Your child will spell the word and then think of a word that rhymes with it and contains the same spelling for the i sound. Next, he or she will make up a poem using the two rhyming words. This week’s words contain the phonics sound of long i, spelled i, y, igh, and ie.

• light, tie, try, sight, high, lie, mind, wild, cry, dry; review: hay, steak

Comprehension: Author's Purpose (click the link to see the activity)

Learning Goals:

• I can read and understand fiction.
  
• I can use text evidence to respond to fiction.
  
• I know what we can see in the sky.
  
• I can write a personal narrative.
  
• I can write an expository essay.
  

Key Concepts:

• For these two weeks our class will be learning what we can see when we look in the sky. We will discuss Earth, the Sun, the Moon, and the stars. We will read different texts in the genre of fiction.

Vocabulary: I’m going to write each word on a card. You pick a card, say the word,

and then make up a sentence that uses the word. Then I’ll take a turn

and pick a card. We’ll continue until all the cards are used.

• neighbor, adventure, enjoyed, moonlight, dreamed, delighted, grumbled, nighttime

Spiral Review: Let’s imagine we are writing news stories about a big storm that has hit a city. We’ll make up the headlines using the spiral review words from the list below. You pick a word, and I’ll make up the headline. Then I’ll pick the word, and you’ll make up the headline. We’ll do this until we have a storm headline for each of the list words.

• across, countryside, solution, behave, covered, villages, borrow, express

Spelling Focus Week 3: Words with long o

• Family Activity: I’ll say a word from the list. Then we’ll say it together, and I’ll write it on a sheet of paper. Next, you’ll find a list word that spells the sound of long o in the same way. There could be one, two, or three words with the same spelling of long o. Let’s see if you can find them all!

• told, toe, coat, mow, most, toast, show, float, grow, Joe; review: light, mind

Spelling Focus Week 4: Words with long e

• Family Activity: I’m going to spell one of the list words. Next, you repeat the word and its spelling. Then you make up a sentence that contains the word. Last, I’ll write down the sentence. We’ll try to make up a silly story with the sentences.
• we, queen, thief, keys, bee, mean, chief, need, leaf, pony; review: grow, toe

Comprehension: Plot sequence of events (click on the link to see the activity)

Learning Goals:

• I can read and understand expository text.
  
• I can use text evidence to respond to expository text.
  
• I know how we can express ourselves.
  
• I can write a personal narrative.
  
• I can write an expository essay.
  

Key Concepts:

• For the next week our class will be learning about how people express themselves. We will discuss how we communicate through music and sound. We will read different texts in the genre of argumentative text.

Vocabulary: Because most of these list words are related to music, I’ll use one of the words in a sentence about a musical event. Then it will be your turn to make up a sentence about the event using another word on the list. When we’ve used all the words, you can draw a picture of the event.

• concert, understand, music, instrument, rhythm, sounds, movements, cheered

Spelling Focus Week 5: Words with three-letter blends

• Family Activity: I’ll time you while you look at the list of words for one minute, and then I’ll cover them up. Next I’ll say each word on the list. You’ll tell me the vowel sound you hear and then spell the word.
• cute, music, few, cures, cube, unit, pew, fumes, menu, fuel; review: pony, queen

Comprehension: Central Idea and Relevant Details (click on the link to see the activity)

Key Concepts:

This week our class will be focusing again on the important skills covered during the last five weeks. Here are some activities you can do with your child.

Discuss a movie or television program you have watched together.

• Write a short review together. Make sure it shows your opinion.

• Ask your child to present the review as a short speech to family members.