2ND GR LIT: UNIT 2

Learning Goals:

• I can read and understand expository text
• I can use text evidence to respond to expository text
• I know how offspring are like their parents
• I can write a research report
• I can write a rhyming poem

Key Concepts:

• For these two weeks our class will be learning about the ways that animal babies are like their parents. We will discuss how babies and parents are the same and how they are different. We will read different texts in the genre of expository text.
  

Vocabulary: Help your child define each word and take turns using each word in a sentence.

• groom, alive, adult, covered, fur, giant, mammal, offspring

• secret, spend, customer, choose, tools, fair, rescue, scurries

• Family Activity: Let’s practice spelling your words. I will say a word on the list and you spell it. Then you say a word that rhymes with the word you’ve just spelled. After we’ve rhymed all the words, you can write a short two-line poem with one of the pairs of rhyming words.
• box, cone, fox, home, dog, nose, lock, poke, pot, rope

Spelling Focus Week 2: Words with short and long u

• Family activity: Let’s play a game called “Match the Sounds.” I will say one of the words on the list. Then you find and say another word on the list that has the same vowel sound. Next it will be your turn to say a word from the list, and I’ll find another word with the same vowel sound.
• mule, dug, fuse, cub, plum, hum, use, must, huge, fun, review: rope, nose

Comprehension: Character, Setting, Events (click the link to see the activity)

Learning Goals:

• I can read and understand a fable.
• I can use text evidence to respond to a fable.
• I know what animals in stories can teach us.
• I can write a research report.
• I can write a rhyming poem.

Key Concepts:

• For these two weeks our class will study the genre of fables. We will be focusing on what animals in stories can tell us. You child will be meeting animal characters in many types of stories.

Vocabulary: I’m going to begin a story about an imaginary special meal we could make together. I’ll make up a sentence, using one of the words on the list. Then you use a different word in a sentence that continues the story. We’ll take turns until all the list words have been used. Then you can

illustrate the story on a separate piece of paper.

• fond, delicious, believe, snatch, feast, stories, remarkable, lessons

Spiral Review: Let’s play the game “Mentalist.” I’ll think of one of the spiral review words on the list and you have to guess the word. I’ll give you one clue at a time about the meaning of the word until you figure it out. Then it will be your turn to think of a word and give me the clues.

• depend, offspring, chores, groom, giant, adult, secret, culture

Spelling Focus Week 3: Words with soft c and g

• Family Activity: I’ll say each word. If you hear the final sound of c as in race, clap your hands. If you hear the final sound of g as in edge, stamp your feet. Then I’ll say each word again and you say a different rhyming word.
• trace, space, barge, place, ice, mice, badge, bulge, cage, range

Spelling Focus Week 4: Words with consonant diagraphs

• Family Activity: I’ll choose one of the words in the first row and you spell it. Then you think of another word that starts with the same sound, and we’ll make up a sentence using both words. We’ll do the same thing for the words in the second and third rows. However, for these words, you will think of a word that ends with the same sound. We can make some of the sentences silly!
• chop, phone, trash, shape, that, bring, sting, while, thin, witch, Review: place, badge

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

Learning Goals:

• I can read and understand poetry.
• I can use text evidence to respond to poetry.
• I know what we love about animals.
• I can write a research report.
• I can write a rhyming poem.

Key Concepts:

• For the next week our class will be learning the things we love about animals. We will discuss some poems about animals. We will read different texts in the genre of poetry.

Vocabulary: I’ll read each question. You tell me which list word answers the question.

Then we’ll take turns using each word in our own sentences.

• Which word means “to act in a polite manner”?
• Which word describes the sound of a flag moving in the wind?
• Which word describes a way to send mail very fast?
• Which word refers to something that is light and soft and comes from the body of a bird?
• flapping, feathers, express, behave

Spelling Focus Week 5: Words with three-letter blends

• Family Activity: I’ll make up a sentence with a word on the list, but I will say “blank” in place of the spelling word. You have to tell me which word completes the sentence by saying the word and spelling it. If you are correct, I will repeat the sentence with the word you said. We’ll do this for all the words on the list.
• scratch, shred, stripe, splash, spring, scrape, shrub, strange, split, throne

Theme Map (click on the link to see the activity)

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 together a simple recipe from a cook book or from a website.

• Write a few sentences together to summarize the recipe.

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