Grade 2 English Language Arts Week 14 | Teacher Guide

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Day 66: Syllable Types: Closed and Open

Standard: Grade 2 ELA Standard 10, 2.LF.10.b; Grade 2 ELA Standard 38, 2.LF.38.a; Grade 2 ELA Standard 38, 2.LF.38.b

Worked example: Split hotel into syllables. Worked answer: ho-tel

1. Read: lemon, bacon, sunset.
2. pi-lot
3. Closed (bas ends with the consonant s).
4. The first syllable is ti, which ends with the vowel i, so it is an open syllable. Vowels at the end of open syllables usually say their long sound. Accept any answer about the syllable ending in a vowel.

Teaching note: Have the child put a finger under each vowel before deciding where to split. Dictation note: the child may split each word into syllables after writing it.

Teacher routine: Listen and respond. Read this aloud once; the child does not see it. “Owen planted a lemon seed in a cup of soil. He set the cup on a sunny window and gave it a little water each morning. After two weeks, a tiny green sprout poked up. Owen measured it every Friday and wrote the number in a notebook.” Ask the child to retell it, then ask: Where did Owen put the cup? (Answer: On a sunny window.) What did Owen do every Friday? (Answer: He measured the sprout and wrote the number in a notebook.)

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

Teacher routine: Sound play (before dictation). Take away a sound in a blend. Say each word aloud; the child answers aloud without seeing it written. (1) stop: say it without /s/ (top) (2) snap: say it without /s/ (nap) (3) sled: say it without /s/ (led) (4) brag: say it without /b/ (rag) (5) trip: say it without /t/ (rip)

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

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Day 67: More Syllable Types

Standard: Grade 2 ELA Standard 10, 2.LF.10.b; Grade 2 ELA Standard 38, 2.LF.38.a

Practice record: Passage: The Garden Table, printed on the Week 14 Practice Workbook.

Worked example: Split puzzle into syllables. Worked answer: puz-zle

1. Read: bottle, cartoon, sidewalk.
2. can-dle
3. A consonant-le syllable.
4. In pur, the vowel u is followed by r, and the r changes the vowel sound. That is what makes a syllable r-controlled. Accept any answer about the r changing the vowel sound.

Teaching note: Words 4 and 5 of today’s sound play remove a sound from the middle or the end of a blend. Give help on those two, as the standard allows.

Teacher routine: Sound play (before dictation). Take away a sound in a blend. Say each word aloud; the child answers aloud without seeing it written. (1) spot: say it without /s/ (pot) (2) clam: say it without /k/ (lam) (3) black: say it without /b/ (lack) (4) slip: say it without /l/ (sip) (5) best: say it without /s/ (bet)

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

Teacher routine: Fluency reading. The child reads The Garden Table 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.

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Day 68: Tricky High-Frequency Words

Standard: Grade 2 ELA Standard 10, 2.LF.10.n; Grade 2 ELA Standard 38, 2.LF.38.o; Grade 2 ELA Standard 14, 2.LF.14

Practice record: Passage: A Friend Who Helps, printed on the Week 14 Practice Workbook.

Worked example: In the word was, which letter does not make its usual sound? Worked answer: The a.

1. Read: they, once, every.
2. The ai, which says /e/.
3. My friend came to visit.
4. All three end in ould, with a silent l. If you can spell one, change the first letter or letters to spell the others. Accept any answer naming the ould or silent l pattern.

Teaching note: Make a card for each tricky word and circle the tricky part in red. Read the cards quickly each day this week.

Teacher routine: Sound play (before dictation). Take away a sound in a blend. Say each word aloud; the child answers aloud without seeing it written. (1) crab: say it without /r/ (cab) (2) plan: say it without /l/ (pan) (3) sweet: say it without /w/ (seat) (4) lift: say it without /f/ (lit) (5) desk: say it without /s/ (deck)

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

Teacher routine: Talk it through. After the child reads A Friend Who Helps, ask these questions and have the child answer each in a complete sentence: (1) Who is the story about? (2) What needed fixing? (3) What did other people say? (4) When was the bike ready? (5) Why did Sam bring his tools? (6) How would you describe Sam? 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.

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Day 69: Compare Two Stories

Standard: Grade 2 ELA Standard 26, 2.LF.26.b; Grade 2 ELA Standard 41, 2.LF.41; Grade 2 ELA Standard 44, 2.LF.44

Practice record: Story 1: The Lost Kite, printed on the Week 14 Practice Workbook.

Practice figure: Story 2: The Lost Ball, printed on the Week 14 Practice Workbook.

Worked example: Story 1 happens at a lake. Story 2 happens at a lake too. Are the settings alike or different? Worked answer: Alike.

1. Read: playground, gentle, shout.
2. Story 1 is at a park on a windy afternoon. Story 2 is at a school on a rainy morning.
3. In both stories, a toy got stuck up high where the child could not reach it.
4. Leo asked an adult, the park ranger, for help. Ana solved the problem herself by making a tool from a scarf and a rake. Accept any answer contrasting asking for help with solving it alone.

Teaching note: The Practice Workbook gives a labeled writing area: topic sentence, alike, different 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). Take away a sound in a blend. Say each word aloud; the child answers aloud without seeing it written. (1) glad: say it without /g/ (lad) (2) smell: say it without /m/ (sell) (3) spin: say it without /p/ (sin) (4) fast: say it without /s/ (fat) (5) trap: say it without /r/ (tap)

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

Teacher routine: Fluency reading. The child reads The Lost Kite and The Lost Ball 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 comparing the two stories). 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 both stories.
• ☐ One sentence tells a way the stories are alike.
• ☐ At least one sentence tells a way they are different.
• ☐ Details come from the stories.
• ☐ The paragraph ends with a closing sentence.

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Day 70: Independent Check: Syllables, Tricky Words and Comparing

Standard: Grade 2 ELA Standard 10, 2.LF.10.b; Grade 2 ELA Standard 38, 2.LF.38.a; Grade 2 ELA Standard 38, 2.LF.38.o; Grade 2 ELA Standard 26, 2.LF.26.b

Practice record: Two short stories, printed on the Week 14 Practice Workbook.

Worked example: Split velvet into syllables. Worked answer: vel-vet

1. Read: tunnel, giggle, pony.
2. pen-cil
3. The dog was sleeping.
4. Alike: in both stories something a child built was ruined, and the child built it again in a better way. Different: Story A is at the beach, and Story B is in a snowy backyard. Accept one correct likeness and one correct setting difference.

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

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