ELA - Second Grade

Monday, May 18 – Friday, May 22

PURPOSE Learning Standards:

Reading: I can identify the main purpose of a text, including what the author wants to answer, explain, or describe. (RI.2.6)

Writing: I can write an informative piece in which I introduce the topic, state an opinion, use facts and definitions to develop points, and provide a concluding statement or section. (W.2.1)

Foundational Skills: I can read and spell words with -er and -est. (RF.2.3)

WATCH Monday:

Watch Author’s Main Purpose PowerPoint (PDF Version). Listen to these videos to learn about the sounds and spelling of -er and-

est. The Electric Company - I'm Prettier Inflectional Endings -er and -est

Tuesday: Read Who Invented Basketball? with a focus on author’s purpose. Wednesday: Read pages 14-15 of Who Invented Basketball? with a focus on author’s purpose. Optional: Watch Facts About Baseball for additional info about baseball. Thursday: Reread pages 18-19 of Who Invented Baseball? with a focus on author’s purpose. Friday: Read A Walk Around the City. A Walk Around the City (Screen-Free Version). See Discuss for the activity.

PRACTICE

Monday:

Practice included in Monday’s PowerPoint.

Sort –er and –est words Tuesday:

After reading Who Invented Basketball, consider the reason the author wrote this book. Quite often authors write to either persuade, inform, or entertain. What is the author’s main purpose in this book? (to inform the reader about various sports) How does the author inform the reader? (by answering kids’ questions about various sports). What information does the author give on page 3? (The author introduces the book by explaining that there are many types of sports.)

Skim through the pages of the book and choose at least three of the various sports the author

mentions. Put the three sports at the top of a Three Column Chart. List the questions the

author answers under each category. Discuss what information the author provided the reader

about each question.

Find words as you read that have the -er and -est sounds in them. (Screen-Free Activity)

Wednesday:

Notice how the author organizes the information in order to give the reader information about each sport. How is the information organized in this story? (The author puts a question to be answered in a white box, and put the answer and illustration on the same page.) Could the author organize the information in any other way? (Perhaps divide book into sections of each sport. Each section title could be in bold, with subheadings such as history, equipment, facts, etc.) Reread pages 14-15 about baseball. What information did the author want you to learn about baseball? On a sheet of paper create a new page with at least two additional questions and answers about baseball. Be sure to follow the way the author organizes information in the book. (Optional: Watch short video Facts About Baseball to learn additional facts for creating questions and answers if needed.)

Building Words: See how many words you can make out of the letters (a, e, o, h, m, r, r, s, t, w). Highlight the vowels. Remember every word must have a vowel. All of the letters make a mystery word. Can you figure it out? (answer: earthworms) (Screen-Free Activity)

Thursday:

Look at pages 18-19. What information does the author want the reader to understand on these pages? (info about tennis) Complete a web putting the main topic the author wants us to know in the center. List the other facts we learned about the topic in each bubble. Are there any other questions you could ask about this topic? Put your answer in the last bubble. Discuss the various facts you learned about tennis.

Friday: Work on the Product: Opinion Writing Task

DISCUSS

Thursday: -Finger spell and write these words as they are called out to you. stormier, cloudiest, fastest, cooler. Discuss why you choose the letters that you did to spell the words. (Screen-Free Activity) Friday: Why did the author write A Walk Around the City? What did she want us to know? What evidence do you have for your answer?

PRODUCT

Friday:

Complete Weather Writing Prompt.

Dictate these sentences to your child:

Mom thinks she is cooler than Dad, but we know Dad is the cooler of them both. Dad said the garden is sunnier this year than last year.

My dog is lazier than my pet lizard!

May is chillier than it was last year.

Look for correct spelling of –er and -est, letters spacing, capital letter at the beginning of the sentence and an end mark at the end of the sentence.

Screen- Free Activities for the week of May 18

2nd grade Opinion Writing Prompt : Weather After reading Forecasting Severe Weather to Communities Helps Them Prepare, decide if a hurricane or tornado is more severe.

Writing Standard 1: Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

Forecasting Severe Weather to Communities Helps Them Prepare

by Alissa Fleck

Severe weather does not happen in one place all the time, but when it happens, it's important to be

prepared for it. Knowing the weather risks of where you live and how to plan for them are key to staying

safe in any kind of storm.

While tornadoes can hit any part of the United States at any time of year, there are parts of the country-

and certain seasons-in which tornadoes are much more common than others. Tornadoes primarily hit

the U.S. in an L-shaped area from Iowa to Colorado to Texas. Oklahoma has the highest impact zone.

Most tornadoes take place in this region in the month of May.

It's very helpful for weather scientists, emergency responders and community members to be aware of

this so-called "Tornado Alley" in keeping people safe. While it may be difficult to protect buildings and

other structures, maintaining public awareness helps humans protect themselves and their families in

instances of severe weather. Protecting human lives is the most important thing. The National Weather

Service provides timely warnings, and local TV and radio stations broadcast these warnings so that

people in the tornado's path can seek shelter in time. Towns also set off warning sirens that indicate

there is potential for a tornado.

People who live in areas with high tornado frequency are also familiar with how to prepare for these

events. One way people might prepare for a tornado is to seek protection in a basement or storm shelter

where heavy winds are less likely to blow around dangerous objects, which could hurt someone. Often

during storms people get hurt by flying debris rather than the storm itself. People who don't have

basements or have disabilities preventing them from moving with ease are sometimes encouraged to

lie down in a bathtub and cover their heads. These are just some of the ways people stay safe when a

tornado is on the way.

Hurricanes, on the other hand, tend to strike coastal regions. You would not see a hurricane hit the

Tornado Alley, for instance, because there are no oceans nearby. Florida is one state in the U.S. that

gets hit by a large number of hurricanes. Meteorologists can usually predict hurricanes several days in

advance. If it's safe to stay at home during a hurricane, people are advised to cover their windows with

shutters and stock up on food, water, medication, batteries and other items they might need. As with

tornadoes and other severe weather, people should expect to lose power to their homes for potentially

several days or more. Even when the hurricane has passed, there can still be dangerous flooding in

the streets for which people should also be prepared.

Sometimes government emergency services will decide it's not safe for people in the hurricane's path

to stay in their homes, and they will be told to evacuate in advance. When people evacuate their homes,

they move to a safer region until the storm passes and they can return home.

___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________

In your opinion, is a hurricane or tornado more dangerous? After reading Forecasting Severe Weather to Communities Helps them Prepare, write an opinion

that has the following items:

-introduce topic

-state an opinion

-supply reasons that supports the opinion

-use linking words to connect opinion and reason (because, and, also, etc.)

-provide a conclusion

___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________

Cut out the words and the headers. Sort the words according to the suffix –er and –est. You can

sort these words every day this week and then glue them on a sheet of paper on Friday.

-er

-est

Rule

Breakers

stronger

crazier

best

weaker

prettier

her

happiest

calmest

dirtiest

hottest

scarier

scariest

funnier sweeter sunniest

sadder

safest

smarter

Three Column Chart

Web

Screen Free Activities

This week’s focus is reading literature books.

Have your student read a fiction book daily for 15-30 minutes.

Reading Activities: Complete one activity per day.

● Word Hunt: Find a word you think is interesting and ask yourself What do I think the word

means? Why do I think the author used this word? Look up the word in the dictionary to

confirm the meaning.

● Retell your book using the story elements writing frame:

The story is about___. The story takes place___. The action begins when___. Then___.

Next___. After that____. The story ends when___.

● Questions to ask after you read your book:

○ Describe _____ (character, setting, event) using at least one detail from the story and

one detail from an illustration.

○ What is a central message or lesson in this story? What key details help you understand

the central message?

● Story Prediction Chart: Before you read your book, do a picture walk. What do you think the

story will be about? What clues do you have for your predictions? Record your predictions in

the first two columns of the chart. After you read the book, look back at your predictions. What

was different? Record your answer in the last column. Use loose leaf for your chart.

What might happen? What clues do I have? What did happen?

Word Search:

Writing Activities:

Kindergarten:

Complete the sentences:

Kindergarten is fun because_____.

Kindergarten is fun, but_________.

Draw a picture of your favorite part of kindergarten.

First and Second Grade Writing:

Write a letter to your teacher. Write at least three things you liked about this school year and three

things you learned.

Oral Language Activities for Kindergarten and First Grade

Use a picture below to create your own story. Tell your story to a family member or friend.

Vocabulary Vocabulary BINGO: Select 6 new or unfamiliar vocabulary terms as you read. Complete at least one activity a day until you reach a BINGO.

Write a sentence with each term. Underline the vocabulary term in each sentence

Write terms 3 times each

Write 2 synonyms and 2 antonyms for each term

Quiz an adult on all vocabulary terms

Using index cards or quarter sheets of paper, create flash cards for your terms and match the definition to the term

Quiz an adult on all vocabulary terms

Using index cards or quarter sheets of paper, create flash cards for your terms and match the definition to the term

Group terms into ABC order

Write a sentence with each term. Underline the vocabulary term in each sentence

Create a multiple choice vocabulary test and test a relative.

Create a vocabulary foldable and use 3 of your terms

Create a fill in the blank vocabulary test and test a relative. Do not forget to include a word bank!

Free

Illustrate 3 of your terms

Write 2 synonyms and 2 antonyms for each term

Illustrate 3 of your terms

Write 2 synonyms and 2 antonyms for each term

Create a fill in the blank vocabulary test and test a relative. Do not forget to include a word bank!

Create a graphic organizer for 3 of your terms. Include definition, part of speech and sentence

Create a vocabulary foldable and use 3 of your terms

Create Frayer Models for 3 of your 6 terms

Be the teacher! Say each vocabulary term and definition and have a family member repeat it back to you.

Using index cards or quarter sheets of paper, create flash cards for your terms and match the definition to the term

Write 2 synonyms and 2 antonyms for each term

Have a family member quiz you on your 6 terms. Do not stop until you get them all correct