Grade 2 | ENGLISH LANGUAGE ARTS
WEEK 5 • TEACHER GUIDE AND ANSWER KEY • DAYS 21–25
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 25, read aloud if needed but give no hints.
Week 5 Student Textbook | Week 5 Practice Workbook | Week 5 Teacher Guide | Week 4 Student Textbook | Week 6 Student Textbook | Grade 2 index
Day 21: Three-Letter Blends
Standard: Grade 2 ELA Standard 10, 2.LF.10.c; Grade 2 ELA Standard 38, 2.LF.38.e
Practice record: Word list, printed on the Week 5 Practice Workbook.
Worked example: Read the word sprout and name its blend. Worked answer: The blend is spr.
- stripe, strong.
- splinter.
- In a blend you can still hear each consonant sound, like s, t and r in strong. In a digraph like sh, the letters join to make one new sound. Accept any answer about hearing each sound.
Teaching note: Words like three and shrub start with a digraph (th or sh) followed by r. They have only two consonant sounds, so they are not three-letter blends. Point this out if the child asks.
Day 22: Spelling tch and dge
Standard: Grade 2 ELA Standard 10, 2.LF.10.d; Grade 2 ELA Standard 38, 2.LF.38.c; Grade 2 ELA Standard 38, 2.LF.38.f
Practice record: Word list, printed on the Week 5 Practice Workbook.
Worked example: Should the word that means the edge of a road be spelled ej, edge or eje? Worked answer: edge.
- hatch, ditch.
- ledge, judge.
- Coach has the vowel team oa, which makes a long o sound. The tch spelling is used only right after a short vowel, so coach uses ch. Accept any answer about the long vowel or vowel team.
Teaching note: Rich, much, such and which are common exceptions that end in ch after a short vowel. Teach them as sight spellings.
Day 23: Irregular Past-Tense Verbs
Standard: Grade 2 ELA Standard 7, 2.LF.7.d; Grade 2 ELA Standard 45, 2.LF.45.c
Practice record: Sentences, printed on the Week 5 Practice Workbook.
Worked example: Change the verb to the past: Today I sing. Yesterday I ____. Worked answer: Yesterday I sang.
- went.
- brought.
- ran. Run is an irregular verb. It does not add ed to show the past; it changes to ran. Accept ran with a reason that run is irregular.
Teaching note: Children may say goed or bringed. Restate the sentence correctly and have the child repeat it.
Day 24: Character Traits and Feelings
Standard: Grade 2 ELA Standard 23, 2.LF.23.b
Practice record: Story: The Broken Window, printed on the Week 5 Practice Workbook.
Worked example: Read: Jada shared her lunch with a new boy who had none. What trait does Jada show? Worked answer: Jada is kind.
- He felt scared or worried. The clue is Sam’s heart pounded.
- He offered to do chores to help pay for the glass.
- Sam is honest and responsible. He told Mr. Lee what happened even though nobody saw him, and he offered to do chores to pay for the glass. Accept honest or responsible with two matching actions.
Teaching note: Discuss the difference between Sam’s feeling at the start (scared) and his trait (honest).
Day 25: Independent Check: Blends, Verbs and Characters
Standard: Grade 2 ELA Standard 10, 2.LF.10.c; Grade 2 ELA Standard 7, 2.LF.7.d; Grade 2 ELA Standard 23, 2.LF.23.b
Practice record: Story: The Strong Bridge, printed on the Week 5 Practice Workbook.
Worked example: Change the verb to the past: Today I write a note. Yesterday I ____ a note. Worked answer: Yesterday I wrote a note.
- stream and strong.
- brought.
- Leah is determined, or careful. She did not give up when the water was too deep, she found boards to make a bridge, and she tested each board before crossing. Accept determined, hard-working or careful with matching evidence.
Teaching note: Independent check: read the story aloud if needed, but do not give the answers.
Week 5 Student Textbook | Week 5 Practice Workbook | Week 5 Teacher Guide | Week 4 Student Textbook | Week 6 Student Textbook | Grade 2 index