Grade 2 News Week of April 27, 2020
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Grade 2 News Week of April 27, 2020 Imagine Reading Lexia Core5 Reading Imagine Language & Literacy is an Lexia Core5 Reading is an online online resource for grades K-5 that resource for grades K-5 that includes foundational reading skills provides explicit, systematic and and language development skills personalized learning in reading. with a personalized learning path. We recommend that students We recommend that students use use Imagine or Lexia Core5 20-30 Imagine or Lexia Core5 20-30 minutes 3 days a week. Students minutes 3 days a week. Students may access this resource by may access this resource by signing signing in through Clever. in through Clever. A Peek At What Skills We Are Reviewing This Week Reading Sequencing and asking questions about pictures and words Word Work/Vocabulary Word recognition through word chains, reading sight words for fluency and vocabulary review Writing A paragraph to explain steps in a process Grammar Adjectives and articles Read , Read, Read! Reading each day is a part of a learning routine. Read to your child or have your child read to you. Building comprehension doesn’t need to be complicated. Talking about what your child is reading makes thinking about reading a habit. Name Date Reading Comprehension Test Unit 3, Week 2 Directions: Read about the science project. Then answer the questions about it. Grow Plants without Dirt MATERIALS • plant cutting or seedling with roots • liquid plant food • gravel or pebbles • plastic soda bottle • water • piece of cloth You can grow plants without dirt. Here's how: 1. Remove the cap from the big plastic soda bottle. Ask a grown-up to cut off the top third of the bottle. 2. Pour water into the bottom of the bottle. Add some plant food to the water. 3. Cut a piece of cloth one inch wide and Place the gravel ten inches long. Drop it into the water and the in the bottle. This is called a wick. seedling in here. 4. Turn the top part of the bottle upside down. Set it inside the bottom part of the bottle. 5. Pull one end of the wet cloth up through the cap hole. Leave the other end in the water. © National Geographic Learning, a part of Cengage Learning, Inc. Grade 2 Assessment A3.15 Unit 3 | Water for Everyone Name Date Reading Comprehension Test Unit 3, Week 2 6. Put the plant and the gravel in the top of the bottle. Put gravel around the plant so that it stands up. The roots should be touching the cloth wick. The cloth will bring water up from the bottom. The plant food in the water will feed the growing plant. Now watch your plant grow! 1 In step 5, the cloth should be — 3 What do you do just before you put A cut into a strip. the two pieces of the bottle together? A Remove the cap. B touching the roots. B Pour water into the bottle. C covering the seedling. C Drop the cloth into the water. D pulled through the cap hole. D Pull the cloth through the cap hole. 2 Which of these do you do first? A Cut the top off the bottle. 4 What will happen after you put the plant into the bottle? B Put a cloth into the bottle. A The plant will get food. C Pour water into the bottle. B The bottle will fill up with water. D Turn the bottle top upside down. C The cloth will fit through the hole. D The gravel will need to be watered. Score /4 © National Geographic Learning, a part of Cengage Learning, Inc. Grade 2 Assessment A3.16 Unit 3 | Water for Everyone LEXIA® CONNECTIONS Advanced Word Chains Phonics Skill Sequence 2 To create word chains, students begin with a single word, and then substitute, add, and delete letters in order to form subsequent • Long Vowel Teams words. Through this sound manipulation, students strengthen their understanding of the connections between letter and sound sequences. • Silent E Construction • Two Syllable Words Classroom Ideas • Vowel-r Combinations • Vowel Combinations As necessary, teach or review the concept that a word can be changed into a different word by changing, adding, or taking away • ADVANCED WORD CHAINS a letter. Use letter tiles to show an example (e.g., bag ➜ brag), modeling your thinking aloud. Then, have students practice. Begin Multi-Syllable Words • with a displayed word (e.g., clap). Have students listen for added, deleted, or substituted sounds and use letter tiles to show this Hard and Soft C & G • change (e.g., clap ➜ lap ➜ lamp ➜ lump). • Syllable Division Spelling Generalizations • Display two words that differ by one letter (e.g., cat/cot, lip/flip) & Rules and have students compare and contrast the words. Have them underline the letters that differ, read each word aloud, and then say • Irregular Plurals & Verbs the sounds that are different. Additional examples of word pairs to use: man, men; tip, top; lip, slip; lit, list; ten, tent. Curriculum Connection Play a word-building game in which students add one letter at a Create “math” problems time to spell a word that grows longer and longer. Examples of with word chains. Present words to say in sequence: in, pin, spin, spine; an, ran, bran, brand; students with a clue it, sit, slit, split. (e.g., Without a map, you might be…) and the problem to solve (e.g., Present students with letter tiles that spell a multi-syllable word or lot + s = ______). Have phrase related to classroom themes or activities (e.g., Hundredth students add the letters Day of School). Have students work in small groups to rearrange and together to form a word manipulate some letters in the word or phrase to make new words that answers the clue (e.g., red, odd, say). Students can make a list of words created. (e.g., lost). Model a simple word chain example (e.g., pat ➜ sat ➜ rat ➜ fat) for students and challenge students to generate their own word chains of up to four words. Have them work in pairs, with each student taking a turn to play the role of teacher. Students should present his or her word chain (one word at a time) as the partner student Reproduction rights for Brockton Public Schools use until December 31, 2022. Reproduction by MICHELE MORRISSEY-SMITH. Printed www.lexialearning.com This material is a component of Lexia Reading® © 2020 Lexia Learning Systems LLC spells the words with letter tiles. page 1 Advanced Word Chains–continued Example Word Chains Consonant Blends Long Vowels Consonant Digraphs rip - ripe - rope - cope - cape rug - lug - luck - lick - chick - lip - slip - sip - sit - fit - fist - cane check tap - tape - take - tale - tile - cap - cash - mash - math - bath tap - trap - rap - rip - trip - grip mile - bad take - bake - lake - lane - line pack - pick - thick - wick - with - spot - pot - plot - lot - lit - lift - lone wing spoke - spike - spine - spin - hug - hung - hang - sang - sing cat - cast - last - list - lint - flint pin - pine - sick test - west - wet - went - wept five - dive - Dave - cave - thud - mud - mad - Chad - chap - swept came - game - chip Reproduction rights for Brockton Public Schools use until December 31, 2022. Reproduction by MICHELE MORRISSEY-SMITH. Printed www.lexialearning.com This material is a component of Lexia Reading® © 2020 Lexia Learning Systems LLC page 2 Grade 2 Day 1 Answer Sheet Phonics – Word Chains To create work chains, students begin with a word and then substitute, add or delete letter(s) to form a new word. Practice this activity every day this week. Please see examples of word chains in the attached Phonics document. Reading Comprehension 1. D 2. A 3. C 4. A .