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Grade 2 English Language Arts Week 11 | Student Textbook

Grade 2 | ENGLISH LANGUAGE ARTS

WEEK 11 • STUDENT TEXTBOOK • DAYS 51–55

Read each lesson with a parent or teacher and study the worked example. Then answer the questions for that day in the Week 11 Practice Workbook.

Week 11 Student Textbook | Week 11 Practice Workbook | Week 11 Teacher Guide | Week 10 Student Textbook | Week 12 Student Textbook | Grade 2 index

Day 51: Vowel Teams Review: ai, ay, ee, ea, oa and ow

A vowel team is two letters that work together to make one vowel sound. The teams ai and ay spell long a, as in rain and play. The teams ee and ea spell long e, as in feet and seat. The teams oa and ow spell long o, as in boat and snow.

Where the sound comes in the word helps you choose. Use ai or oa in the middle of a word: rain, boat. Use ay at the end of a word: play. The long e and long o sounds have two common spellings, so check a word you are not sure of in a word list or dictionary.

Worked example: Add a vowel team to make a word for a thing that runs on a track: tr__n.

  1. The word has the long a sound in the middle.
  2. Use ai in the middle of a word.

Worked answer: train

Day 52: Vowel Teams That Glide: oi, oy, ou, ow, au and aw

Some vowel teams make a sound that glides, or slides, in your mouth. These are called diphthongs. The teams oi and oy say /oi/, as in coin and boy. The teams ou and ow say /ow/, as in cloud and cow.

The teams au and aw say /aw/, as in haul and draw. Use oy, ow and aw at the end of a word, and oi, ou and au in the middle. The team ow can also say long o, as in snow, so try both sounds and choose the one that makes a real word.

Worked example: Write the word for a thing you play with: t__ (it rhymes with joy).

  1. The word has the /oi/ sound at the end.
  2. Use oy at the end of a word.

Worked answer: toy

Day 53: Nouns and Verbs with -s and -es

To name more than one, add -s to most nouns: one cat, two cats. Add -es when a noun ends in s, x, z, ch or sh: one bus, two buses; one box, two boxes. The -es adds a new syllable you can hear.

Verbs follow the same rule when one person or thing does the action now. Add -s to most verbs: Dad runs. Add -es to verbs that end in s, x, z, ch or sh: Mom fixes the sink. The bird catches a bug.

Worked example: Write the plural of bench.

  1. Bench ends in ch.
  2. Add -es.

Worked answer: benches

Day 54: Research and Write an Informative Paragraph

Research means looking for facts to answer a question. Start with a topic and write questions you want to answer, such as What does it eat? or Where does it live? Then look for the answers in a book, an encyclopedia or a trusted website, and write down where you found them.

An informative paragraph teaches facts. It begins with a topic sentence that tells what the paragraph is about. The middle gives facts. A closing sentence ends the paragraph.

Worked example: Which is a research question: Honeybees are fun, or How do honeybees make honey?

  1. A research question asks something you can find out.
  2. Honeybees are fun is a feeling, not a question.

Worked answer: How do honeybees make honey?

Day 55: Independent Check: Vowel Teams, -es Endings and Paragraphs

Today you will answer on your own.

Use what you learned this week: vowel teams, the -s and -es endings, and the parts of a paragraph.

Worked example: Write the plural of dish.

  1. Dish ends in sh.
  2. Add -es.

Worked answer: dishes

Week 11 Student Textbook | Week 11 Practice Workbook | Week 11 Teacher Guide | Week 10 Student Textbook | Week 12 Student Textbook | Grade 2 index