Second Grade English Language Arts Learning Goals for the 4th 9 weeks

Transcription

1 Second Grade English Language Arts Learning Goals for the 4th 9 weeks Skills students should demonstrate at the end of the 4th 9 weeks of school: Unit 5B Media Method Learning Goal: The student will decode a list of words containing vowel digraphs and diphthongs. Spell dictated words containing vowel digraphs and diphthongs.! In your at- home reading journal create a word list that has several words on it that you have noticed your student has trouble spelling.! Below is a link to a website with commonly misspelled words for 2 nd graders: o mailto: lists/second%2520grades%2520commonly.pdf! On another piece of paper in your reading journal, divide the paper into 5 sections.! Label each section with the following labels: o Vowel Digraphs- ay, ai, ea, ee, oa, ow, oo, oi, ou, ie, ei o Syllable pattern- place a star in between each words syllables o Long vowel- where syllables end in a vowel: tiger/pilot o Short vowel- where syllables end in a consonant rabbit/napkin o R controlled- when a vowel is followed by an R bird/turtle.! With each section and as you are reading with your child, identify various types of spelling and syllable patterns along with words your student is having trouble with.! The following website is also a good guide on the specifics of syllable patterns: o mailto: tpractices/phonics/syllablespelling.pdf

2 Learning Goal: The student will use the writing process and appropriate conventions to write a brief story or composition. Use a colored pencil to make 3-5 revisions to enhance or clarify the meaning/message.! Use the following prompts to write a composition: o Tell me about when you have made a really big mess in your house.! Have your student write this composition in their at- home reading journal.! After your student has written their composition, use common editing strategies like: checking spelling, punctuation, and capitalization. Help your student correct their errors. Choose a colored- pencil for each type of corrections above that need to be made.! Assist your student in writing their newly edited composition in their at- home reading journal. Learning Goal: The student will examine two media pieces with different purposes (at least one needs to be persuasive). For each piece, complete a web organizer to describe its purpose and the techniques used. Identify the written conventions of digital media if applicable.! Have your student look at a magazine ad or an ad in the newspaper.! Also have your student read a picture book of their choosing.! After reading both the ad and the picture book, assist your student in completing a web in their at- home reading journal. o One page will be for the picture book and one page is for the ad. o Use the web to connect ideas and identify the different ways the author conveys information to his/her audience.

3 Learning Goal: The student will record multiple entries in a Word Study Notebook to demonstrate knowledge of spelling patterns (vowel digraphs and diphthongs), written conventions (apostrophes in contractions and possessives), and use of strategies to determine word meanings. Use the notebook entries to support writing.! Use the word list from earlier to continue practicing spelling and using syllables.! Create a second word list that includes the use of apostrophes. Divide the paper into 2 sections one section is labeled Contractions and the other Possessives.! Within the list, write several examples of words: o Contractions: don t, can t, doesn t, it s, I m o Possessives: The student s books. Amy s notebook.! Continue to practice this with your child until he/she can comfortably use apostrophes on their own. Learning Goal: The student will write multiple brief notebook entries to record thoughts, connections, and/or strategies that deepen understanding of informational text and related media. Provide textual evidence to support ideas.! Ask your child to bring home various books from the school that are informational (nonfiction) from the library: use books from home, or go to your local library.! Assist your child with reading books and as you read ask them various different questions about what they are reading. For example: o Why did the author? o Who are the different characters? o What is the main problem or conflict in the story? o What does the word mean? o Describe the setting of the story. o How is the book organized?! Have your student record their thoughts and answers to the information they are reading in their at- home reading journal and always ask their thought process for any answer they give you while you are reading with them.

4 Unit 6A Genre Depot Learning Goal: The student will, using the writing process and the conventions of written language, write either an original story or a brief composition on a topic interest. Share your piece with a partner or small group.! Ask your child to write about the following prompt: o Go into your room and tell me about an item you can see in there.! Have your student write this composition in their at- home reading journal.! After your student has written their composition, use common editing strategies like: checking spelling, punctuation, and capitalization. Help your student correct their errors.! Assist your student in writing their newly edited composition in their at- home reading journal.! When your child has completed their work have them read it to your of someone else in your home. Learning Goal: The student will, in a small group, read a well- known fictional text containing a moral lesson and dialogue. Individually, write sentences to identify the moral lesson. Select a section of the text containing dialogue to act out. Determine character roles and present a short informal play to an audience.! Read the story: The Tortoise and the Hare or The Little Red Hen. You can use any fable that you are familiar with or can find.! The following is a website to several fables: o mailto: Have your child identify and write down the moral of the story in their at- home reading journal.! Help your child identify some dialogue from the story. With you as his/her partner act out the dialogue and present your efforts to others in the household.

5 Learning Goal: The student will, while listening to repeated readings of the same poem, recognize rhythm and record examples of rhyme and repetition. Draw pictures of mental images created from the poem. In a small group, explain your recorded examples and describe how they helped create your mental images.! Use the following website for examples of poetry: o mailto: 520and%2520Second%2520Grade.pdf! Choose one poem to read with your child.! Read the chosen poem out loud to your child a minimum of 3 times.! Ask your child if they can identify anything in the poem that rhymes or repeats it s self.! Have your child write down these examples in their at- home reading journal.! Also, ask your child what they were seeing in their head as you read the poem, ask them to draw their mental images from the poem in their own reading journal. Learning Goal: The student will write multiple brief notebook entries to record thoughts, connections, and/or strategies that deepen understanding of expository texts. Provide evidence from the text to support ideas.! Ask your child to bring home various books from the school library, use books from home, or go to your local library.! You can also use the following website for kid appropriate new articles: o mailto: ves/newsforyou.shtml! Assist your child with reading books and as you read ask them various different questions about what they are reading. For example: o Why did the author? o Who are the different characters? o What is the main problem or conflict in the story? o What does the word mean? o Describe the setting of the story. o How does the article present it s information?! Have your student record their thoughts and answers to the stories they are reading in their at- home reading journal and always ask their thought process for any answer they give you while you are reading with them.

6 Learning Goal: The student will record multiple entries in a Word Study Notebook to demonstrate knowledge of spelling patterns and use of strategies to determine word meanings. Use the notebook entries to support writing.! At home create an interesting words journal in your reading journal.! As you read books identify words with your child they have trouble reading or spelling, add these words to your journal and practice spelling and reading those words.! Also, identify words that the student does not know, write these words down in the at- home reading journal.! Assist your child with using the text to help them determine the meaning of the unfamiliar word. Learning Goal: The student will read aloud a provided list of high- frequency words.! Use the following website for a list of high frequency words to read aloud: o mailto: nglish/home/parents%2520%26%2520students/st udent%2520requirements/23- HFWcards2eng.pdf! Take the above list and assist your student with practicing reading these words aloud.! Do this task repeatedly until your student is mastering the words from the list. Unit 6B Genre Junction Learning Goal: The student will use the writing process and the conventions of written language to write a brief letter to a specific audience (e.g., school, home, or local community) with the purpose of persuading others about an issue that is important to you. Read your letter aloud to a partner, small group, or the class.! Assist your child with writing a letter to the principal on whether or not we should keep school uniforms.! Help your child with including various ways of persuading the principal to your point of view.! Once your child has finished their letter, have them read it to you, a family member, or perhaps the principal.

7 Learning Goal: The student will, after reading and/or listening to several fictional texts by the same author, draw and label pictures to describe the similarities and differences in the plots and settings. Include evidence from the text to support your ideas.! Ask your child to bring home some picture books written by Coreen Cronin. Examples are: o Duck for President o Thump, Whack, Moo o Diary of a Worm! If you can not find books from this author, you may use the following website to research more authors: o mailto: k_author_sites.htm! After reading two books from the same author, create a T chart in your at- home reading journal.! Label one side Similarities and the other Differences.! Draw pictures and label them describing the similarities and differences of the different books. Please include characters, plot, and setting. Learning Goal: The student will, after reading and/or listening to a variety of fictional and literary nonfiction texts, complete a Venn diagram to identify the similarities and differences between the two genres. Compare your completed Venn diagram with a partner s.! Ask your child to bring home some books that they find interesting about one type of animal.! Ask them to find picture books about animals and then find some informational books about that animal.! You can also take your child to the school library or the local public library.! Create a Venn Diagram comparing and contrasting the two types of text. o How is the fictional book the same as the nonfiction book and how are they different. o

8 Learning Goal: The student will write multiple brief notebook entries to make connections between literary and informational texts.! Ask your child to bring home various books from the school library, use books from home, or go to your local library.! Assist your child with reading books and as you read ask them various different questions about what they are reading. For example: o Why did the author? o Who are the different characters? o What is the main problem or conflict in the story? o What does the word mean? o Describe the setting of the story. o How are similar and different?! Have your student record their thoughts and answers to the stories they are reading in their at- home reading journal and always ask their thought process for any answer they give you while you are reading with them. Learning Goal: The student will record multiple entries in a Word Study Notebook to demonstrate knowledge of spelling patterns, sensory language, and use of strategies to determine word meanings. Use the notebook entries to support writing.! At home create an interesting words journal in your reading journal.! As you read books identify words with your child they have trouble reading or spelling, add these words to your journal and practice spelling and reading those words.! Also, identify words that the student does not know, write these words down in the at- home reading journal.! Assist your child with using the text to help them determine the meaning of the unfamiliar word. Then write down how your and your student found the meanings of words.! From the reading, identify sensory language, which are phrases and words that describe sight, sound, smell, hearing, and taste.