2ND GR LIT: UNIT 4

Learning Goals:

• I can read and understand realistic fiction.
  
• I can use text evidence to respond to realistic fiction.
  
• I know how kids around the world are different.
  
• I can write a realistic fiction story.
  
• I can write a free verse poem.
  

Key Concepts:

• For these two weeks, our class will be learning how kids around the world are different. We will discuss what kinds of cultures and school experiences children have in different parts of the world. We will read different texts in the genre of realistic fiction.
  

Vocabulary: Let’s write some sentences about an event we might plan that celebrates something special about our family. I’ll make up a sentence about this family event, and I’ll use one of the vocabulary words on the list. Next, you identify the vocabulary word and tell what it means. Then,

you make up a sentence about the family event, using another word from the list, and I’ll tell you what the list word means.

• wonder, favorite, surrounded, parade(s), travels, customs, costume, common

1. Which word has three syllables and means “a win”?
2. Which one-syllable word means “to run very fast”?
3. Which five-syllable word means “likenesses”?
4. Which word has two syllables and means “knowledge”?
5. Which two-syllable word means the same as “enough”?
6. Which one-syllable means the same as “brag”?
7. Which word has two syllables and means “feeling foolish?”
8. Which word has two syllables and means the same as “yell”?

• plenty, ashamed, dash, boast, victory, wisdom, holler, similarities

Today we’ll work with words that have silent letters. I’ll say a word from the list. Then you spell the word and tell me which letter is silent. Here’s an example: knee, k-n-e-e. The k is silent, because you don’t hear the sound of k when you say the word.

• comb, scent, knife, writing, scene, know, sign, crumb, gnat, wrist; review: cube, music

Spelling Focus Week 2: Words with short vowels

Let’s fold a piece of paper into four sections. I’ll write a different word at the top of each section: dirt, purse, word, Bert. Then you’ll write each of the list words in the appropriate section to show how the vowel sound is spelled the same way as the word at the top of the section. Next, you’ll underline the letters that spell the vowel sound in each word.

• work, first, herd, stir, churn, burst, skirt, clerk, hurt, worse; review: know, wrist

Comprehension: Compare and Contrast (click the link to see the activity)

Read the short story. Think about how the characters and the settings are alike and how they are different. Then let’s answer the questions.

Learning Goals:

• I can read and understand expository text.
  
• I can use text evidence to respond to expository text.
  
• I know how Earth changes.
  
• I can write a realistic fiction story.
  
• I can write a free verse poem.
  

Key Concepts:

• For the next two weeks, our class will be learning how Earth changes. We will discuss what causes the different ways the Earth looks on its surface. We will read different texts in the genre of expository text.

Vocabulary: Let’s discuss each word. Then answer each question I ask, using a

complete sentence and the list word in your answer.

1. Which is solid: water or ice?
2. Which is local: your school, or a school in China?
3. Which is Earth: a planet or a star?
4. Which is steep: a hill or a desert?
5. Which is an island: Hawaii or Europe?
6. Which is active: someone sleeping or someone running?
7. Which might explode: a volcano or a river?
8. Which are properties of water: flowing and wet, or dry and sandy?

• solid, explode, steep, island, active, properties, local, Earth

Spiral Review: First, we’ll define each spiral review word from the list below. Next, I’ll choose one of the words and make up a question that uses the word. Then you make up a sentence that answers my question and uses the same word. We’ll do this for all the words on the list.

• common, island, customs, parades, earth, understand, favorite, wonder

Spelling Focus Week 3:

I’ll let you see the words for two minutes. Then I’ll say each word for you to spell. Tell me what letters stand for the r-controlled vowel sound in the word.

• port, oar, start, north, roar, park, more, board, store, part; review: first, hurt

Spelling Focus Week 4: Words with long e

I will say a word from the list. You spell it. Then we will sort the words by how the vowel sound is spelled. Which of the list words go with the word peer? Which of the list words go with the word fear? Which word on the list goes with the word mere?

• here, jeer, clear, cheers, near, spear, steer, ear, deer, dear; review: store, north

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

The author’s purpose here is to show how the events of Mario’s day are causes and effects. Let’s read each sentence below that describes an effect of Mario’s day. Then we’ll find the cause for each event. Next, we’ll write the letter of the correct cause next to each numbered effect.

Learning Goals:

• I can read and understand poetry.
  
• I can use text evidence to respond to poetry.
  
• I know what excites us about nature.
  
• I can write a realistic fiction story.
  
• I can write a free verse poem.
  

Key Concepts:

• For the next week our class will be learning about poems about nature. We will will discuss how poetry is a good way to write about nature. We will read different texts in the genre of poetry.

Vocabulary: Let’s define each word together. We will take turns using each word in a sentence. Then we will work together to write a short story or a poem using the vocabulary words. Remember that a poem doesn’t always have to rhyme!

• pale, drops, outdoors, excite

Spelling Focus Week 5:

Let’s look at the words together. Then I’ll cover all the words and ask you to spell them. Finally, I’ll ask you to tell me which letters stand for the vowel sound you hear.

• pear, stare, bear, thre, chair, pair, fare, where, hair, dare; review: dear, cheers

Comprehension: Theme (click on the link to see the activity)

A theme is the message the author wants the reader to understand. Think of a fiction book or a story that you know. Tell me something about the story. Then fill in the Theme Map about that story.

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.

• Read a poem or the lyrics to a song from a book or the Internet.

• Write a few sentences together describing the poem or song.

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

Before your child presents the speech, discuss this checklist.

√ Go over your presentation. Did you include descriptive words?

√ Take deep breaths and speak slowly.

√ Remember to smile.

Showing interest in your child’s reading, writing, and speaking will help his or her progress during the year.