Ahava~Love Assembly

Grade 2 English Language Arts Week 15 | Teacher Guide

Grade 2 | ENGLISH LANGUAGE ARTS

WEEK 15 • TEACHER GUIDE AND ANSWER KEY • DAYS 71–75

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 75, read aloud if needed but give no hints.

Week 15 Student Textbook | Week 15 Practice Workbook | Week 15 Teacher Guide | Week 14 Student Textbook | Week 16 Student Textbook | Grade 2 index

Day 71: Long and Short Vowel Patterns

Standard: Grade 2 ELA Standard 38, 2.LF.38.d

Worked example: Is the a in plane long or short? Worked answer: Long.

  1. Read: stripe, coast, plump.
  2. Long a: paint, tray. Short a: snack, grab.
  3. boat (oa)
  4. In hop, the o is short. In hope, the silent e at the end makes the o say its name, so it is long. Accept any answer saying the e makes the vowel long.

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. “Every spring, Mr. Ortiz plants beans along the fence. First he pokes holes in the soil with a stick. Then he drops two beans in each hole and covers them. In about a week, small green shoots push up toward the sun.” Ask the child to retell it, then ask: What does Mr. Ortiz use to poke holes? (Answer: A stick.) What comes up after about a week? (Answer: Small green shoots.)

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

Teacher routine: Sound play (before dictation). Sound chain: start with the first word and change one sound at a time. Each answer becomes the next starting word. Say each word aloud; the child answers aloud without seeing it written. (1) sat to sit (change /a/ to /i/) (2) sit to slit (add /l/ after /s/) (3) slit to spit (change /l/ to /p/) (4) spit to spot (change /i/ to /o/) (5) spot to pot (take away /s/)

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

Day 72: Linking Words

Standard: Grade 2 ELA Standard 29, 2.LF.29

Practice record: Passage: How Beavers Build a Dam, printed on the Week 15 Practice Workbook.

Worked example: Which linking word tells why? We stayed inside because it was raining. Worked answer: because

  1. Read: speech, frame, crust.
  2. so (The water backs up behind the dam, so a pond forms.)
  3. also
  4. First, a beaver cuts down small trees with its teeth. Then it drags the branches into the stream and piles up mud and stones. Finally, the beavers build a lodge in the pond. Accept steps in order that use all three linking words.

Teaching note: Have the child underline each linking word in the passage before answering.

Teacher routine: Sound play (before dictation). Sound chain: start with the first word and change one sound at a time. Each answer becomes the next starting word. Say each word aloud; the child answers aloud without seeing it written. (1) man to men (change /a/ to /e/) (2) men to ten (change /m/ to /t/) (3) ten to tan (change /e/ to /a/) (4) tan to tank (add /k/ at the end) (5) tank to bank (change /t/ to /b/)

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

Teacher routine: Fluency reading. The child reads How Beavers Build a Dam 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 73: Set a Purpose and Draw Conclusions

Standard: Grade 2 ELA Standard 28, 2.LF.28; Grade 2 ELA Standard 30, 2.LF.30.b; Grade 2 ELA Standard 30, 2.LF.30.c

Practice record: Passage: The Monarch’s Long Trip, printed on the Week 15 Practice Workbook.

Worked example: A text says the ground was wet and the sidewalk had puddles. What can you conclude? Worked answer: It rained.

  1. Read: brain, smoke, quilt.
  2. Answers vary, such as to find out where monarchs go in the fall, or to learn what monarchs eat.
  3. Monarch caterpillars would have no food there, so few or no monarchs could grow there. Accept any conclusion about the caterpillars having no food.
  4. The passage says the days grow cooler and flowers fade in the fall. I know butterflies need warm weather and flowers for food, so they fly south where it is warmer and there is food. Accept any answer that joins a passage clue with background knowledge.

Teaching note: Before reading, ask the child to say one thing they already know about butterflies. After item 4, ask which part of the answer came from the passage and which part came from what they already knew.

Teacher routine: Sound play (before dictation). Sound chain: start with the first word and change one sound at a time. Each answer becomes the next starting word. Say each word aloud; the child answers aloud without seeing it written. (1) rip to lip (change /r/ to /l/) (2) lip to lap (change /i/ to /a/) (3) lap to clap (add /k/ at the start) (4) clap to clip (change /a/ to /i/) (5) clip to slip (change /k/ to /s/)

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

Teacher routine: Talk it through. After the child reads The Monarch’s Long Trip, ask these questions and have the child answer each in a complete sentence: (1) What is the passage about? (2) What do monarch caterpillars eat? (3) When do monarchs fly south? (4) Where do some monarchs go? (5) Why do they stop at flowers along the way? (6) How do monarchs help new caterpillars when they fly north? 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 74: Research in My Own Words

Standard: Grade 2 ELA Standard 46, 2.LF.46.d; Grade 2 ELA Standard 41, 2.LF.41; Grade 2 ELA Standard 44, 2.LF.44

Practice record: Practice note card (written for this lesson), printed on the Week 15 Practice Workbook.

Worked example: Tom copies a whole paragraph from a book and puts only his own name on it. Is that plagiarism? Worked answer: Yes, it is plagiarism.

  1. Read: sweep, globe, stamp.
  2. Copying someone else’s words or ideas and saying they are your own.
  3. Answers vary, such as: Worker bees collect nectar and pollen when they visit flowers. Accept a complete sentence that keeps the fact but uses the child’s own wording.
  4. Naming the source shows where the facts came from, so readers can check them, and it gives credit to the author. Accept any answer about checking facts or giving credit.

Teaching note: The note card is written for this lesson. If you have a library book about bees, let the child add one fact from it and name the book as a second source. The fillable PDF needs one large multiline field for each labeled part. Use the observation checklist below.

Teacher routine: Sound play (before dictation). Sound chain: start with the first word and change one sound at a time. Each answer becomes the next starting word. Say each word aloud; the child answers aloud without seeing it written. (1) hot to hop (change /t/ to /p/) (2) hop to shop (change /h/ to /sh/) (3) shop to ship (change /o/ to /i/) (4) ship to chip (change /sh/ to /ch/) (5) chip to chap (change /i/ to /a/)

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

Teacher routine: Fluency reading. The child reads The Monarch’s Long Trip 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 an informative paragraph from your notes). 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 the topic.
  • ☐ Three facts come from the notes.
  • ☐ The facts are written in the child’s own words, not copied.
  • ☐ The paragraph uses at least one linking word and ends with a closing sentence.
  • ☐ The source is named.

Day 75: Independent Check: Vowels, Linking Words and Conclusions

Standard: Grade 2 ELA Standard 38, 2.LF.38.d; Grade 2 ELA Standard 29, 2.LF.29; Grade 2 ELA Standard 30, 2.LF.30.c

Practice record: Passage: Why Leaves Change Color, printed on the Week 15 Practice Workbook.

Worked example: Which word has a short vowel: cake, cat or kite? Worked answer: cat

  1. Read: shine, toast, drift.
  2. days and away
  3. because
  4. The days are getting shorter, because the passage says trees stop making chlorophyll and leaves change color when the days get shorter in the fall. Accept a conclusion about shorter days or fall with a clue from the passage.

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

Week 15 Student Textbook | Week 15 Practice Workbook | Week 15 Teacher Guide | Week 14 Student Textbook | Week 16 Student Textbook | Grade 2 index