Ahava~Love Assembly

Grade 2 English Language Arts Week 19 | Teacher Guide

Grade 2 | ENGLISH LANGUAGE ARTS

WEEK 19 • TEACHER GUIDE AND ANSWER KEY • DAYS 91–95

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 95, read aloud if needed but give no hints.

Week 19 Student Textbook | Week 19 Practice Workbook | Week 19 Teacher Guide | Week 18 Student Textbook | Grade 2 index

Day 91: Soft c and g, y as a Vowel; Set a Purpose

Standard: Grade 2 ELA Standard 10, 2.LF.10.j; Grade 2 ELA Standard 10, 2.LF.10.k; Grade 2 ELA Standard 38, 2.LF.38.l; Grade 2 ELA Standard 38, 2.LF.38.m; Grade 2 ELA Standard 28, 2.LF.28

Practice record: How Bees Make Honey, printed on the Week 19 Practice Workbook.

Worked example: In which word does g say /j/: gate, gem or gum? Worked answer: Gem.

  1. Read: city, giant, sunny.
  2. Cent; baby.
  3. To find out how bees make honey. Accept any purpose about learning how honey is made.
  4. Yes. The passage says bees bring nectar to the hive and fan it with their wings until the water dries out, and then it becomes honey. Accept two correct details.

Teaching note: Connect to Science: honeybees are pollinators, studied in Week 6.

Teacher routine: Sound play (before dictation). Sound deletion: say the word, then say it again without the first sound. Say each word aloud; the child answers aloud without seeing it written. (1) cent: say it without /s/ (ent) (2) gem: say it without /j/ (em) (3) sky: say it without /s/ (kye) (4) price: say it without /p/ (rice) (5) cage: say it without /k/ (age)

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

Teacher routine: Fluency reading. The child reads How Bees Make Honey 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 92: Contractions and Homophones; Use What You Know

Standard: Grade 2 ELA Standard 38, 2.LF.38.p; Grade 2 ELA Standard 38, 2.LF.38.q; Grade 2 ELA Standard 16, 2.LF.16.c; Grade 2 ELA Standard 30, 2.LF.30.b

Practice record: Birds of Dauphin Island, printed on the Week 19 Practice Workbook.

Worked example: Write the contraction for do not. Worked answer: Don’t.

  1. Read: won’t, knew, hour.
  2. They’re; are not.
  3. Their.
  4. Answers vary. Example: I know that long trips make you tired and hungry, so the birds stop to rest and eat after flying across the water. Accept a connection that explains the stop.

Teaching note: Their shows that the binoculars belong to the birdwatchers. If the child chooses there or they’re, read the sentence aloud with each meaning (in that place; they are) to hear why it does not fit.

Teacher routine: Sound play (before dictation). Sound deletion: say the word, then say it again without the first sound. Say each word aloud; the child answers aloud without seeing it written. (1) there: say it without /th/ (air) (2) wheel: say it without /w/ (eel) (3) snail: say it without /s/ (nail) (4) slip: say it without /s/ (lip) (5) stop: say it without /s/ (top)

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

Teacher routine: Talk it through. After the child reads Birds of Dauphin Island, ask these questions and have the child answer each in a complete sentence: (1) When do the birds fly north? (2) Why do they land on the island? (3) Name one kind of bird. (4) Who comes to watch them? (5) Why are birdwatchers quiet? (6) What do they use to see the birds? 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 93: Present and Past Tense; Synonyms and Antonyms

Standard: Grade 2 ELA Standard 45, 2.LF.45.c; Grade 2 ELA Standard 16, 2.LF.16.a

Practice record: The Big Storm, printed on the Week 19 Practice Workbook.

Worked example: What is the past tense of jump? Worked answer: Jumped.

  1. Read: planted, dug, told.
  2. Walked; swam.
  3. Giant.
  4. Silent. The sentence says the yard was calm and silent after the storm moved on, so it was no longer loud. Accept calm with the same reasoning.

Teaching note: Accept calm or silent for item 4 if the explanation fits.

Teacher routine: Sound play (before dictation). Vowel swap: say the word, then change the middle vowel sound as directed and say the new word. Say each word aloud; the child answers aloud without seeing it written. (1) map: change /a/ to /o/ (mop) (2) sit: change /i/ to /a/ (sat) (3) run: change /u/ to /a/ (ran) (4) swim: change /i/ to /a/ (swam) (5) sing: change /i/ to /a/ (sang)

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

Teacher routine: Fluency reading. The child reads The Big Storm 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 94: Kinds of Poems; Hands-On: Write Two Poems

Standard: Grade 2 ELA Standard 33, 2.LF.33; Grade 2 ELA Standard 13, 2.LF.13; Grade 2 ELA Standard 32, 2.LF.32

Practice record: Three poems, printed on the Week 19 Practice Workbook.

Worked example: A poem has three lines with 5, 7 and 5 syllables and is about the ocean. What kind of poem is it? Worked answer: A haiku.

  1. Read: kitten, rabbit, napkin.
  2. Poem A; 5 syllables.
  3. AABBA.
  4. Answers vary. Example: I clapped each line, and when my second line had 8 syllables I changed a word to make it 7. Accept any explanation of counting and adjusting syllables.

Teaching note: Poem C is free verse: it does not rhyme or keep a steady beat. All three poems are original to this curriculum. Use the observation checklist below.

Teacher routine: Fluency reading. The child reads Poem B 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.

Teacher routine: Share and record. When both poems are finished, the child reads them aloud with rhythm and expression. Record the reading on a phone and play it back together.

  • ☐ Check: Child reads clearly at a steady pace, with expression, and points to each part of the work while explaining it.

Hands-on task observation checklist (Write a haiku and a rhymed couplet). 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 haiku has three lines.
  • ☐ The haiku lines have 5, 7 and 5 syllables.
  • ☐ The couplet has two lines that rhyme at the end.
  • ☐ Child read both poems aloud with a steady rhythm.
  • ☐ Child paused at the end of each line.

Day 95: Independent Check: Purpose, Tense and Poems

Standard: Grade 2 ELA Standard 28, 2.LF.28; Grade 2 ELA Standard 30, 2.LF.30.b; Grade 2 ELA Standard 45, 2.LF.45.c; Grade 2 ELA Standard 16, 2.LF.16.a; Grade 2 ELA Standard 33, 2.LF.33

Practice record: Snow Day in Alabama, printed on the Week 19 Practice Workbook.

Worked example: What is the past tense of go? Worked answer: Went.

  1. Read: fence, didn’t, hopped.
  2. Rhymed verse. The first two lines end in words that rhyme, slow and go.
  3. We ran outside. Synonym: icy.
  4. Purpose: to find out what happens on a snow day in Alabama. Answers vary for what the child knew. Example: I know snow melts when it gets warm, so I understood why it was gone by lunch.

Teaching note: Independent check: read aloud if needed, but give no hints. The fluency reading (2.LF.12) is done with the teacher and is not a written item.

Teacher routine: Fluency reading. The child reads Snow Day in Alabama 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.

Week 19 Student Textbook | Week 19 Practice Workbook | Week 19 Teacher Guide | Week 18 Student Textbook | Grade 2 index