Ahava~Love Assembly

Grade 2 English Language Arts Week 13 | Teacher Guide

Grade 2 | ENGLISH LANGUAGE ARTS

WEEK 13 • TEACHER GUIDE AND ANSWER KEY • DAYS 61–65

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 65, read aloud if needed but give no hints.

Week 13 Student Textbook | Week 13 Practice Workbook | Week 13 Teacher Guide | Week 12 Student Textbook | Week 14 Student Textbook | Grade 2 index

Day 61: Silent Letters: kn and wr

Standard: Grade 2 ELA Standard 10, 2.LF.10.l

Worked example: Which letter is silent in write? Worked answer: The w.

  1. Read: knife, wrist, wreath.
  2. wrong
  3. The k.
  4. The k shows the word is know, which means to understand, not no, which means not yes. The spelling tells the meaning even though the words sound alike. Accept any answer saying the spelling shows the meaning.

Teaching note: For dictation, say each word, use it in a sentence, and say it again. Do not spell or stretch the word for the child.

Teacher routine: Listen and respond. Read this aloud once; the child does not see it. “Nora wanted to learn to knit. Her grandmother gave her two needles and a ball of red yarn. Nora’s first scarf had a few holes, but she kept going. By winter, she had knitted a warm scarf for her brother.” Ask the child to retell it, then ask: What did Nora want to learn? (Answer: To knit.) Who received the finished scarf? (Answer: Her brother.)

  • ☐ Check: Child retells three key details in order and answers both questions.

Teacher routine: Sound play (before dictation). Change one sound to make a new word. Say each word aloud; the child answers aloud without seeing it written. (1) cap: change /k/ to /m/ (map) (2) sit: change /s/ to /f/ (fit) (3) hop: change /o/ to /i/ (hip) (4) bed: change /d/ to /g/ (beg) (5) rug: change /r/ to /b/ (bug)

  • ☐ Check: Child gets 4 of 5 spoken items right.

Day 62: Silent Letters: mb, gn and gh

Standard: Grade 2 ELA Standard 10, 2.LF.10.l

Practice record: Passage: The Lamb on the Hill, printed on the Week 13 Practice Workbook.

Worked example: Which letters are silent in light? Worked answer: The g and the h.

  1. Read: limb, design, sigh.
  2. lamb and climbed.
  3. thumb
  4. When you say sign, you hear s, long i and n, but no g sound. So the g is written but not heard. Accept any answer based on saying the word and not hearing g.

Teaching note: Point out that tumbled has a b you can hear, because the b is not at the end after m.

Teacher routine: Sound play (before dictation). Change one sound to make a new word. Say each word aloud; the child answers aloud without seeing it written. (1) pit: change /p/ to /l/ (lit) (2) mug: change /u/ to /a/ (mag) (3) ten: change /n/ to /d/ (Ted) (4) lot: change /l/ to /h/ (hot) (5) fan: change /f/ to /p/ (pan)

  • ☐ Check: Child gets 4 of 5 spoken items right.

Teacher routine: Fluency reading. The child reads The Lamb on the Hill aloud twice. Mark any words missed on the second reading.

  • ☐ Check: On the second reading, the child misses no more than 1 word in 20 and pauses at periods and commas.

Day 63: Similes and Common Sayings

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

Practice record: Poem: Storm Coming, printed on the Week 13 Practice Workbook.

Worked example: What two things does this simile compare? The snow was as white as milk. Worked answer: Snow and milk.

  1. Read: smooth, brave, softly.
  2. Any one of: The wind roared like a train. The trees bent low like tired men.
  3. It means something is very easy. Example: The spelling test was a piece of cake. Accept any sentence that uses it to mean easy.
  4. A train is very loud and powerful, so the wind was loud and strong. Accept any answer about loud or strong wind.

Teaching note: Have the child act out each simile. Acting helps a child see what the comparison means.

Teacher routine: Sound play (before dictation). Change one sound to make a new word. Say each word aloud; the child answers aloud without seeing it written. (1) ship: change /sh/ to /ch/ (chip) (2) cot: change /t/ to /b/ (cob) (3) rain: change /r/ to /p/ (pain) (4) bike: change /b/ to /h/ (hike) (5) sun: change /u/ to /i/ (sin)

  • ☐ Check: Child gets 4 of 5 spoken items right.

Teacher routine: Talk it through. After the child reads the poem Storm Coming, ask these questions and have the child answer each in a complete sentence: (1) What is the poem about? (2) When did the rain come? (3) Where did the children go? (4) Who spoke at the end? (5) Why were their shoes wet? (6) How did the weather change at the end? Then the child asks you one question about it.

  • ☐ Check: Child answers 5 of 6 questions in complete sentences and asks one clear question of their own.

Day 64: Setting and Predictions

Standard: Grade 2 ELA Standard 23, 2.LF.23.c; Grade 2 ELA Standard 30, 2.LF.30.a; Grade 2 ELA Standard 44, 2.LF.44

Practice record: Story: The Old Barn, printed on the Week 13 Practice Workbook.

Worked example: Read this: The streetlights came on, and frost covered the car windows. When does this take place? Worked answer: On a cold evening, probably in winter.

  1. Read: gravel, chilly, meadow.
  2. In and around an old red barn on a farm.
  3. The sun was going down behind the hills.
  4. Example: A chick will hatch, because Marcus heard a tiny peep and the crack in the egg grew wider. Accept any prediction supported by a clue from the story.

Teaching note: The Practice Workbook gives a labeled writing area: topic sentence, details, simile and closing sentence. The fillable PDF needs one large multiline field for each part. Use the observation checklist below.

Teacher routine: Sound play (before dictation). Change one sound to make a new word. Say each word aloud; the child answers aloud without seeing it written. (1) flag: change /g/ to /t/ (flat) (2) slip: change /i/ to /a/ (slap) (3) clap: change /k/ to /f/ (flap) (4) drip: change /d/ to /t/ (trip) (5) spin: change /n/ to /t/ (spit)

  • ☐ Check: Child gets 4 of 5 spoken items right.

Teacher routine: Fluency reading. The child reads The Old Barn aloud twice. Mark any words missed on the second reading.

  • ☐ Check: On the second reading, the child misses no more than 1 word in 20 and pauses at periods and commas.

Hands-on task observation checklist (Write a paragraph about a setting). 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 topic sentence names a place and a time.
  • ☐ At least three details tell what the writer sees, hears or smells.
  • ☐ The paragraph includes a simile.
  • ☐ The closing sentence tells a feeling about the place.
  • ☐ Sentences begin with capitals and end with punctuation.

Day 65: Independent Check: Silent Letters, Similes and Setting

Standard: Grade 2 ELA Standard 10, 2.LF.10.l; Grade 2 ELA Standard 16, 2.LF.16.d; Grade 2 ELA Standard 23, 2.LF.23.c; Grade 2 ELA Standard 30, 2.LF.30.a

Practice record: Story: Snow Day, printed on the Week 13 Practice Workbook.

Worked example: Which letter is silent in comb? Worked answer: The b.

  1. Read: kneel, wreck, sight.
  2. knock
  3. The yard was as white as a sheet.
  4. At Tia’s home and the hill behind the school, on a snowy winter morning. Prediction: they will ride the sled down the hill, because her brother grabbed the sled and they went to a steep hill. Accept any setting with a prediction supported by a clue.

Teaching note: Independent check: read aloud if needed, but give no hints.

Week 13 Student Textbook | Week 13 Practice Workbook | Week 13 Teacher Guide | Week 12 Student Textbook | Week 14 Student Textbook | Grade 2 index