Ahava~Love Assembly

Grade 2 English Language Arts Week 10 | Teacher Guide

Grade 2 | ENGLISH LANGUAGE ARTS

WEEK 10 • TEACHER GUIDE AND ANSWER KEY • DAYS 46–50

Read each lesson aloud with the child and model the worked example before practice. Do not show this key during practice. Accept oral, drawn or written answers where the child cannot yet write the whole answer. On Day 50, read aloud if needed but give no hints.

Week 10 Student Textbook | Week 10 Practice Workbook | Week 10 Teacher Guide | Week 9 Student Textbook | Grade 2 index

Day 46: Long Vowels: ild, ind, old, olt and ost

Standard: Grade 2 ELA Standard 10, 2.LF.10.g; Grade 2 ELA Standard 38, 2.LF.38.i

Worked example: Read the word mild. Is the i long or short? Worked answer: Long: mild rhymes with child.

  1. Read: wild, find, gold.
  2. colt
  3. most
  4. In mind, the i is followed by nd, and in the ind pattern the i often says its long sound. In mint, the i is followed by nt, which is not one of these patterns, so the i is short. Accept any answer naming the ind pattern.

Teaching note: Sort cards into two piles: long vowel (find, cold) and short vowel (mint, golf).

Day 47: When w and l Change the Vowel

Standard: Grade 2 ELA Standard 10, 2.LF.10.h; Grade 2 ELA Standard 10, 2.LF.10.i; Grade 2 ELA Standard 38, 2.LF.38.j; Grade 2 ELA Standard 38, 2.LF.38.k

Worked example: Read the word worm. What sound do the letters or make? Worked answer: The or in worm sounds like the er in her.

  1. Read: wash, talk, work.
  2. pal (it has the short a sound in cat).
  3. work
  4. In word, the or comes right after w, so it sounds like er. In cord, the or comes after c and keeps the sound in for. Accept any answer that points to the w.

Teaching note: Have the child write each dictation word, then circle the w or l that changes the vowel.

Day 48: Shades of Meaning

Standard: Grade 2 ELA Standard 16, 2.LF.16.b

Worked example: Put in order from least cold to most cold: freezing, cool, cold. Worked answer: cool, cold, freezing

  1. Read: whisper, shout, giggle.
  2. walk, jog, sprint
  3. pound
  4. Stomped shows heavy, loud steps, which fits an angry giant. Walked does not show how he felt. Accept any answer explaining that the stronger word shows the feeling.

Teaching note: Line up three word cards on a table and let the child arrange them by strength, then act them out.

Day 49: Writing a Narrative

Standard: Grade 2 ELA Standard 40, 2.LF.40

Worked example: Which word in this sentence tells time order? Next, we put the seeds in the soil. Worked answer: Next

  1. Read: first, next, finally.
  2. Any three, such as first, next, then, after that, finally.
  3. Answers vary. Example: Ty found the puppy under the porch and hugged it tight. Accept any sentence that solves the problem.
  4. Answers vary. The child should name the events that happened between the beginning and the end. Accept any answer that matches the child’s own story.

Teaching note: The Practice Workbook gives a labeled writing area: title, beginning, middle, end and a revision line. The fillable PDF needs one large multiline field for each part. Use the observation checklist below for the written story.

Hands-on task observation checklist (Write your own narrative). Check each item you observe. Four or five items shows the child met the task goal; two or three means repeat the task with support.

  • ☐ The story has a beginning that tells who and where.
  • ☐ Events are told in order.
  • ☐ At least two time words are used, such as first, next, then or finally.
  • ☐ The ending tells how it worked out or how the writer felt.
  • ☐ Words practiced this year are spelled correctly.

Day 50: Independent Check: Spelling Patterns, Word Choice and Stories

Standard: Grade 2 ELA Standard 10, 2.LF.10.g; Grade 2 ELA Standard 10, 2.LF.10.i; Grade 2 ELA Standard 16, 2.LF.16.b

Practice record: Story: The Frosty Morning, printed on the Week 10 Practice Workbook.

Worked example: Write a word that rhymes with cold and begins with g. Worked answer: gold

  1. Read: child, walk, world.
  2. Any two of: First, Next, Then, Finally.
  3. old, gold or colt.
  4. Any stronger word such as raced, rushed or hurried. It shows she was moving fast, which walked does not show. Accept any word that shows hurry with a reason.

Teaching note: Independent check: read the words and story aloud if needed, but give no hints.

Week 10 Student Textbook | Week 10 Practice Workbook | Week 10 Teacher Guide | Week 9 Student Textbook | Grade 2 index

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