west shore school district ela learning packet grade level 2
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S ECOND GRADE E NGLISH LANGUAGE ARTS NON-TECH PACKET
Use this schedule to complete the activities in the English Language Arts Non-Tech Packet for Second Grade. If the directions for an activity have you cutting out cards and pasting them on the worksheet and you do not have scissors/glue at home, you can simply write the words. April 23-24 Comprehension Grammar/Sight Words Phonics Writing Thursday Story 1: Days 1 & 2 Articles A/An Worksheet
Spaghetti Editing Story
Short a Book “If you could be any animal” Rough draft
Friday Story 1: Days 3-5 Articles a/an Sentence Worksheet Choose one activity off the Sight Word Activities Menu
Short e Book Finalize writing.
April 27- May 1 Comprehension Grammar/Sight Words Phonics Writing Monday Story 2: Days 1 & 2 “Candy Shop” Editing
Story Short i Book “Writing complete
sentences about an image.”
Tuesday Read “Music in Your Ear.” Questions 1-4
Adjective Search Choose one activity off the Sight Word Activities Menu
Short o Book “Music in Your Ear” Questions 5-6
Wednesday Story 2: Days 3 & 4 “Fish Tank” Editing Story Short u Book “Writing your address”
Thursday Read “Watch Out for Ticks.” Questions 1-4
Adjective Activity (Circle adjective draw arrow to noun it describes.) Choose one activity off the Sight Word Activities Menu
Initial S Blends “Watch Out for Ticks.” Questions 5-6
Friday Story 2: Day 5 “Mini Golf” Editing Story Initial L Blends “Watch Out for Ticks.” Question 7
May 4- 8 Comprehension Grammar/Sight Words Phonics Writing Monday Story 3: Day 1 Adjectives with -er and
-est Worksheet Choose one activity off the Sight Word Activities Menu
Initial R Blends “Would You Rather Eat.” Rough draft
Tuesday Story 3: Day 2 “Camping” Editing Story Phonics Story- cr Finalize writing. Wednesday Read “Afternoon
on a Hill.” Questions 1-5
Noun Sorting Activity Common/Proper Noun Worksheet Choose one activity off the Sight Word Activities Menu
Initial 3 Letter Blends
“Afternoon on a Hill” Question 8
Thursday “Afternoon on a Hill” Questions 6 & 7
“Cleaning Up” Editing Story
Digraph ch “Afternoon on a Hill.” Questions 9 & 10
Friday Story 3: Days 3-5 “Clown is a Noun” Poem and writing activity Choose one activity off the Sight Word Activities Menu
Phonics Story- ch Finish all work.
May 11-15 Comprehension Grammar/Sight Words Phonics Writing Monday Story 4: Day 1 “Pet Shop” Editing Story Digraph sh “The Bat That
Couldn’t Fly.” Rough draft
Tuesday Story 4: Day 2 Common/Proper Noun Worksheet Choose one activity off the Sight Word Activities Menu
Digraphs th, sh, wh
Finalize writing.
Wednesday Read “Bobby Gets a Doggy.” Questions 1-5
“Street Hockey” Editing Story
Phonics Story gh “Bobby Gets a Doggy.” Question 10
Thursday “Bobby Gets a Doggy.” Questions 6 & 7
Which Nouns Need to be Capitalized Worksheet Choose one activity off the Sight Word Activities Menu
Phonics Story kn “Bobby Gets a Doggy.” Questions 8 & 9
Friday Story 4: Days 3- 5 Singular and Plural Noun Worksheet Plural Noun Party Activity
Trigraphs chr, tch, dge
Finish all work.
2
May 18-22 Comprehension Grammar/Sight Words Phonics Writing Monday Story 5: Day 1 Action Verb Worksheet
Choose one activity off the Sight Word Activities Menu
Long a Book “Super Me”
Tuesday Read “Avalanche.” Complete Questions 1-4
“Basketball” Editing Story
Long e Book “Avalanche” Question 8
Wednesday “Avalanche.” Questions 5-7
Action Verb Worksheet “My Dog Named Verb” Poem and writing activity Choose one activity off the Sight Word Activities Menu
Long i Book “Avalanche” Questions 9 & 10
Thursday Story 5: Days 2 & 3 “Swimming Pool” Editing Story
Long o Book “Choose a food and write an opinion.”
Friday Story 5: Days 4 & 5 Past and Present Tense Verb Worksheet Choose one activity off the Sight Word Activities Menu
Long u Book Write an opinion piece based on the graphic organizer from yesterday.
May 25-29 Comprehension Grammar/Sight Words Phonics Writing Memorial Day Tuesday Story 6: Days 1 & 2 “Beach Editing” Story Short or Long? “Write a Story.”
Rough draft Wednesday Story 6: Days 3 & 4 Regular Verb sort
activity for Past/Present Verbs Choose one activity off the Sight Word Activities Menu
Hard or Soft g “Write a Story.” Final copy
Thursday Story 6: Day 5 Past, Present, and Future Tense Verb Worksheets Choose one activity off the Sight Word Activities Menu
R Controlled Vowels
Illustrate and caption “Write a Story.”
Friday Finalize all work.
3
1Lilly loved solving mysteries. She was always the person that people
would go to when they misplaced something or needed help. One day,
Lilly got an important phone call. Her friend, Sarah, had lost her pet
rabbit and needed Lilly’s help. Lilly went to Sarah’s house to start
collecting clues. First, she noticed that the lock on the rabbit cage was
broken. Then, Lilly saw rabbit paw prints on the ground. Lilly followed
the paw prints until she got to a fence. The fence had a small hole at
the bottom. Lilly peeked over the fence and noticed Mr. Brown’s
garden. “I think I’ve solved the mystery,” Lilly told Sarah. They
opened up the gate and found the rabbit in the garden eating a carrot.
Day 1
1. Who is the main character? _______________________________
2. What is the problem in the story? ___________________________
___________________________________________________
Day 2
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Character AnalysisThink about how different
Sarah felt from the beginning
of the story to the end. Write
a sentence to describe her at
the beginning and at the end.
Beginning End
1Day 3
Day 4
Vocabulary
FocusDraw a line to match the
words that mean about the
same thing.
Draw a picture to show what happens in the beginning, middle, and end of the story.
Beginning Middle End
misplaced find
peeked secret
collect lost
noticed looked
mystery observed
Day 5
Text-to-Self ConnectionThink about a time when you lost something. What did you lose and how did you find it?
____________________________________________________________________________________________________________________________________
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2 Every morning Farmer Dave woke up at sunrise when he heard the
rooster crow. He would get out of bed, get dressed and head out
to the barn to feed the animals. One morning, Farmer Dave woke
up and noticed that it was later than usual. The rooster didn’t
Day 1
1. Who is the main character? _______________________________
2. What is the setting of the story? ___________________________
___________________________________________________
Day 2
Let’s Visualize! Close your eyes while your
teacher reads the story. Draw
a picture of what you think
Farmer Dave’s kitchen looked
like with all of the animals in it.
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crow and wake him up early! Farmer Dave got dressed and headed downstairs.
He was in for quite a surprise. In his kitchen, stood his horses, cows, and pigs.
They were eating all of his food. “What is going on!” yelled Farmer Dave. He
walked each of the animals back to the barn and went looking for the rooster.
He finally found the rooster, just waking up, behind the barn. Farmer Dave
explained to the rooster how important his job was to the farm. The rooster
was so happy that he was so important that he never slept in again.
2Day 3
Day 4
Vocabulary
FocusFill in the sentences with the
correct word from below.
usual quite explained
PROBLEM SOLUTION
Day 5
Text-to-Self ConnectionWhat would you do if you found farm animals in your kitchen?
____________________________________________________________________________________________________________________________________
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Problem and
Solution
Write or draw the
problem in the first box.
Write or draw the
solution in the second box.
1. It isn’t ______________ finished.
2. I _________________ the reason why I was late.
3. This is not my ___________________ lunch time.
Music in Your Ear
© 2013 ReadWorks®, Inc. All rights reserved.
Music in Your Ear
Guitars make music. Here’s how the music gets from the guitar to you.
A person plucks a guitar string. That plucking makes the string vibrate. (Something that vibrates moves back and forth very fast.)
Vibrations can make sound waves. The sound waves move through the air. They go into your ear.
Inside your ear is something shaped like a tiny drum. It is called your eardrum. The eardrum helps you to hear. The waves from the guitar make your eardrum vibrate. When your eardrum vibrates, you hear the sound of the guitar.
Music in Your Ear
© 2013 ReadWorks®, Inc. All rights reserved.
5. A) What part of your ear is shaped like a tiny drum?
________________________________________________________ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ________________________________________________________ ________________________________________________________ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
________________________________________________________.
B) Draw a picture of what your eardrum looks like.
Music in Your Ear
© 2013 ReadWorks®, Inc. All rights reserved.
Name: Date: Directions: For questions 1-4, circle the correct answer. 1. What happens to a guitar string when you pluck it? a) It vibrates. b) It sings. c) It breaks. 2. Where are the sound waves from the guitar before they go into your ear? a) in the air b) in the eardrum c) in your brain 3. You hear sound when sound waves vibrate your eardrum. What part of the passage tells us that this is true? a) “The sound waves move through the air.” b) “The eardrum helps you to hear.” c) “When your eardrum vibrates, you hear the sound of the
guitar.” 4. What is “Music in Your Ear” mostly about? a) the inside of your ear b) how you hear music from a guitar c) how sound waves travel
Watch Out for Ticks
© 2013 ReadWorks®, Inc. All rights reserved.
Watch Out for Ticks
Ticks are tiny bugs that live in woods and fields. They can be hard to see. Ticks can bite people. Some tick bites can make people sick. How can you stay safe from ticks?
Watch Out for Ticks
© 2013 ReadWorks®, Inc. All rights reserved.
Name: Date: Directions: For questions 1-4, circle the correct answer. 1. What are ticks? a) wild animals b) tiny bugs c) big bugs 2. The passage describes ticks. Where do ticks live? a) in the woods and fields b) in your backyard c) at the beach 3. It is important to stay safe from ticks. Which information from the passage explains why it is important to stay safe from ticks? a) Ticks are tiny bugs that live in woods and fields. b) Some tick bites can make people sick. c) Ticks can be hard to see. 4. What is “Watch Out for Ticks” mostly about? a) where ticks live b) how ticks get their food c) how to stay safe from ticks
Watch Out for Ticks
© 2013 ReadWorks®, Inc. All rights reserved.
• Have a grown-up spray your skin with child-safe bug spray. • Wear long sleeves and pants in woods or fields. • Tuck your pant bottoms into your socks. • Check all over your body for ticks. Have a grown-up you trust help you. If you find a tick on you, let a grown-up take it off. Wash the spot well with soap and water.
Watch Out for Ticks
© 2013 ReadWorks®, Inc. All rights reserved.
5. A) Name one of the three ways that you can stay safe from ticks.
________________________________________________________ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ________________________________________________________ ________________________________________________________ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
________________________________________________________.
B) Draw a picture of someone getting ready to go to a place that might have ticks.
Watch Out for Ticks
© 2013 ReadWorks®, Inc. All rights reserved.
6. What did you learn from “Watch Out for Ticks”? ________________________________________________________ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ________________________________________________________ ________________________________________________________ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
________________________________________________________
7. Class Discussion Question: When should you check your body for ticks?
3
Elephants are the largest land living animals in the world. There are two
different types of elephants, African and Asian. Both the female and the
male African elephants have tusks, but only the male Asian elephants have
tusks. Their tusks are like long teeth that they can use for digging to find
food or water. Elephants have long trunks. They use their trunks to lift food
and suck up water into their mouths. Elephants can also use their trunks like a
snorkel when they are swimming. They also use their trunks to suck up water
to spray on themselves when it is hot outside. Elephants eat
a lot. They can eat 300 pounds of food in one day! Would you
want to be an elephant?
Day 1
List three things you know about elephants.
1.__________________________________________________
2.__________________________________________________
3.__________________________________________________
Day 2
Let’s Visualize!
Close your eyes and imagine
what it looks like when an
elephant is swimming. Then
draw a picture.
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3
Day 3
Day 4
Vocabulary
Focus
Circle the words in the
box that mean about the
same as large.
Day 5
Text-to-Self Connection
Would you want to be an elephant? Why or why not?
____________________________________________________________________________________________________________________________________
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huge enormous
tiny massive
gigantic petite
mammoth hilarious
Fill in the blanks.
Elephants can use their trunks like a ____________ when they are swimming.
Elephants can eat 300 __________________ of food in one day.
Elephants are the ________________ land living animals in the world.
Explain your choice below:
Name_______________________________________________________________________________________________________________________________________________________________________________
Would you rather eat:
OR
French Fries Potato Chips
Afternoon on a Hill
© 2014 ReadWorks®, Inc. All rights reserved.
Afternoon on a Hill By Edna St. Vincent Millay
I will be the gladdest thing
Under the sun! I will touch a hundred flowers
And not pick one. I will look at cliffs and clouds 5
With quiet eyes, Watch the wind bow down the grass,
And the grass rise. And when lights begin to show
Up from the town, 10
I will mark which must be mine, And then start down!
4Bryson had a wiggly tooth that would not come out. His mom told him to eat an apple. He went and picked a really big apple and took a bite. The tooth
did not budge. He took another bite. Still no luck! Bryson decided to give up. He went outside to ride his bike with his friend. As they were racing down
the hill, Bryson started going too fast and fell off his bike. He got up, brushed himself off, and jumped back on his bike. When they were finished riding, he smiled at his friend. “Your tooth is missing!” Bryson felt his mouth with his tongue and noticed a little hole. He had lost his tooth when he fell off his bike. Bryson was happy that his tooth had finally fallen out, but he
was disappointed that his tooth was lost forever.
Day 1
Day 2
Character Analysis
Draw a picture of how Bryson felt at the beginning of the story and at the end
of the story.
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1. Who is the main character? _______________________________
2. What is problem in the story?_____________________________
___________________________________________________
Beginning End
4Day 3
Day 4
Day 5
Text-to-Self ConnectionWrite about a time when you were disappointed.
____________________________________________________________________________________________________________________________________
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Write a sentence and draw a picture to show what happens in the beginning, middle, and end of the story.
Beginning Middle End
VocabularyFocus
What does it mean when something will not budge?
___________________________________________________
Bobby Gets a Doggy
Bobby Gets a Doggyby Vinnie Rotondaro
Bobby loves doggies. He loves big doggies and small doggies. He loves doggies that are soft and even doggies that aren't so soft. Bobby loves all doggies, except for mean doggies that bite people, because really, nobody likes mean doggies that bite people.
But Bobby doesn't have his own doggy. He can only look at other people's doggies and wish he had one for himself, and sometimes at night, after his parents tuck him into his bed and turn off the light, he sighs and thinks to
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Bobby Gets a Doggy
himself about how badly he wants one.
Bobby is a good little boy. He doesn't complain, and he never whines about how he doesn't have a doggy. But Bobby's mom and dad know how happy a doggy would make him.
One day, Bobby's parents drive over to the pet store and look at the different doggies for sale. All the doggies are small and young. They are puppies. One puppy has fuzzy white hair with a brown patch over its eye and floppy ears. Another has tall pointy ears and a coat of hair that is red and black. Another still has long, wispy hair that is all white.
Bobby's parents look at each of the puppies. They pick them up and pet them and let them lick their faces. There is one puppy that they haven't seen, though. This puppy has grey hair with some white in it, and little black eyes. It is in the corner of the puppy pen with its head down, and it is looking out at Bobby's parents with a cute look on its face.
"What is that puppy's name?" Bobby's father asks.
"That puppy's name is Lucy," says the pet store man.
Bobby's father picks up Lucy. She is very, very soft, and very, very nice. Bobby's father and mother know that this is the dog for Bobby. They pay for her and take her home with them, and hide her in the bathroom.
Bobby comes home from school, takes off his backpack, and sits down on a couch in the living room.
"Bobby," his mother says. "How was your day at school?"
"Oh, it was fine," he says. But Bobby's mother knows that he is secretly wishing he had a doggy.
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Bobby Gets a Doggy
Bobby's dad quietly opens the bathroom door and scoops Lucy into his arms. He sneaks up behind Bobby and very quietly lowers Lucy onto his lap.
Bobby yelps with joy!
"What is her name?!" he asks his parents.
"Her name is Lucy," they say. "And she is all yours."
And that's how Bobby meets his best friend.
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Bobby Gets a Doggy - Comprehension Questions
Name: ___________________________________ Date: _______________
1. What does Bobby love?
A. kittiesB. doggiesC. snakes
2. When do Bobby's parents give him a doggy?
A. at the beginning of the storyB. in the middle of the storyC. at the end of the story
3. Bobby loves doggies that are soft. The doggy that Bobby's parents give him is soft.
What can be concluded from this information?
A. Bobby will forget to feed the doggy that his parents give him.B. Bobby will not like the doggy that his parents give him.C. Bobby will love the doggy that his parents give him.
4. Why do Bobby's parents get a doggy for him?
A. Bobby's parents want to make Bobby happy.B. Bobby's parents want to make Bobby a better student.C. Bobby's parents want to make Bobby better at sports.
5. What is the main idea of this story?
A. A boy gets mad at his parents because he does not have a dog.B. A good boy who loves dogs is given a dog.C. A bad boy who hates dogs is given a cat.
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Bobby Gets a Doggy - Comprehension Questions
6. Read this sentence from the passage: "Bobby loves all doggies, except for mean doggies that bite people, because really, nobody likes mean doggies that bite people."
What does the word "doggies" mean?
A. dogsB. parentsC. children
7. Choose the answer that best completes the sentence below.
At first Bobby does not have a doggy, _______ later his parents give him one.
A. afterB. becauseC. but
8. What is the name of Bobby's dog?
9. Describe Lucy.
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Bobby Gets a Doggy - Comprehension Questions
10. Why do Bobby's parents choose Lucy out of all the puppies at the pet store? Support your answer with information from the story.
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5Maria was going to Olivia’s birthday party today. She was really looking forward to spending the day at her friend’s house. Maria picked out the perfect present for her and couldn’t wait until she opened it. Maria wrapped the present in yellow wrapping paper with white polka dots because yellow was Olivia’s favorite color. When Maria arrived at Olivia’s house, no one was there.
Day 1
Day 2
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She kept knocking at the door, but no one answered. Maria went back to her mom’s car and they called Olivia’s mother. When Olivia’s mother answered the phone, they explained that they were at the house and no one was home. Maria and her mom found out that they had the time wrong and they were an hour early. Maria and her mother laughed about their mistake.
PROBLEM SOLUTIONProblem and Solution
Write or draw the problem in the first box.
Write or draw the solution in the second box.
True or False1. _______ Maria was late to the birthday party.
2. _______ Olivia’s mother was not home when Maria arrived.
3. _______ Maria wrapped the present in purple paper.4. ________ Maria’s mother called Olivia’s mother.5. ________ Maria was really looking forward to going to Olivia’s house.
5Day 3
Day 4
VocabularyFocus
Fill in the sentences with the correct word from below.
explained arrived perfect
Day 5
Text-to-Self ConnectionWhat is something that you really looked forward to? Why were you so excited about it?
____________________________________________________________________________________________________________________________________
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1. Today is the ______________ day.
2. I ______________ early to school.
3. She ___________________ the answer to me.
Main Idea Detail Detail Detail
Avalanche!
© 2015 ReadWorks®, Inc. All rights reserved.
Avalanche! Rachelle Kreisman
Have you ever heard of an avalanche? Avalanches are sudden natural events where large amounts of snow and ice slide down a mountain. As they slide, the snow and ice get faster. In fact, snow from an avalanche can move as fast as two hundred miles per hour. That is three times faster than a car on a highway!
Most avalanches happen after big storms. New snow puts added pressure on snow already on the mountain. That added pressure can make the old snow break loose and start sliding.
Avalanches can be dangerous. Heavy snow moving down a mountain may pull other things along, such as trees and rocks. A powerful avalanche can damage everything in its path.
Many people like to ski and snowboard. They want to have fun on mountains. They also want to stay safe. Experts can usually tell when an avalanche might happen. The experts can warn people of the risk. The risk may be low or high. People have to pay attention to warnings to be safe.
Questions: Avalanche!
© 2015 ReadWorks®, Inc. All rights reserved.
1
Name: Date: 1. What are avalanches?
A big storms that drop new snow on mountains where there is snow already
B sudden natural events where large amounts of snow and ice slide down a mountain
C warnings that tell people when it is dangerous to be on a mountain 2. Most avalanches happen after big storms. They are often caused by new snow that falls and puts pressure on snow already on a mountain. What effect can this pressure have?
A It can make the old snow break loose and start sliding. B It can slow the speed of sliding snow and ice. C It can make people want to ski and snowboard on the mountain.
3. Read this sentence from the article. "Avalanches can be dangerous." What evidence in the article supports this statement?
A "Experts can usually tell when an avalanche might happen." B "A powerful avalanche can damage everything in its path." C "New snow puts added pressure on snow already on the mountain."
4. Read this sentence from the article. "People have to pay attention to warnings to be safe." How might paying attention to warnings keep people safe from avalanches?
A If people pay attention to warnings, they will understand how avalanches can move three times faster than cars on the highway.
B If people pay attention to warnings, they will have even more fun when they ski and snowboard.
C If people pay attention to warnings, they will know when avalanches are likely to happen and can stay off the mountains at that time.
Questions: Avalanche!
© 2015 ReadWorks®, Inc. All rights reserved.
2
5. What is the main idea of this article?
A People who want to have fun on mountains should pay attention to avalanche warnings in order to stay safe.
B Heavy snow moving down a mountain may pull trees and rocks along with it.
C Avalanches can be dangerous events where large amounts of snow and ice slide down a mountain.
6. Read these sentences from the article. "Most avalanches happen after big storms. New snow puts added pressure on snow already on the mountain. That added pressure can make the old snow break loose and start sliding." What does the word "pressure" mean here?
A force B ice C amount
7. Choose the answer that best completes this sentence. Avalanches can be dangerous, ______ people on mountains have to pay attention to avalanche warnings.
A so B because C but
Questions: Avalanche!
© 2015 ReadWorks®, Inc. All rights reserved.
3
8. According to the article, what happens to the snow and ice that slide down a mountain in an avalanche? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 9. Could an avalanche pull along people as it moves down a mountain? Support your answer with evidence from the text. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 10. Would an avalanche be more dangerous near the top of a mountain or the bottom? Support your answer with evidence from the text. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
Choose a food and write your opinion? Be sure to give reasons for your opinion.
Pre-Write:
1. State your opinion.
2. Give 3 reasons for your opinion:
3. Ending
Waffle Ice Cream Popcorn
6Pumpkins are usually orange, but can be yellow, white, or green. Many people
think pumpkins are a vegetable, but they are actually a fruit. Pumpkins grow
from a seed. The seed eventually grows into a sprout with leaves that
becomes a vine. Next, yellow flowers grow on the vine. These flowers
attract a lot of bees that pollinate the flower. The flower closes and a small
green pumpkin begins to grow. The green pumpkin continues to grow and
eventually turns orange. Pumpkins are used for many things. Some gigantic
pumpkins are entered into contests. Many pumpkins are carved into
Day 1
What is something you know about pumpkins?
__________________________________________________
__________________________________________________
__________________________________________________
Day 2
Make a List!
Make a list of things you
can make with pumpkins.
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jack-o-lanterns. Some types of pumpkins are perfect for
making pies, soups, or other foods. Many people also bake
pumpkin seeds to eat as well. What do you like to do with
pumpkins?
6Day 3
Day 4
Vocabulary
Focus
Day 5
Write About It.
What have you eaten that was made from pumpkins? Which one is your favorite?
____________________________________________________________________________________________________________________________________
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What does pollinate mean?
___________________________________________________
Fill in the blanks.
The flowers attract bees that __________________ the flower.
Some__________________ pumpkins are entered into contests.
The seed grows into a ________________ that becomes a vine.
Choose one item from each category and write a story.
Name____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Darla
Detective
Neal
Ninja
Pet
Shop
On a
Pirate
Ship
Library
Meet a
silly wizard
Having
breakfast
Meet a talking
book
Character
Setting
Plot
Peacock
Draw a picture of your story:
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Second Grade Wordsadd
big
help
most
put
three
after
boy
here
mother
read
through
again
came
high
move
right
too
air
change
home
much
same
try
also
country
house
must
say
turn
America
different
just
name
school
us
animal
does
kind
near
sentence
very
another
end
land
need
set
want
answer
even
large
off
should
well
any
every
last
old
show
went
around
father
learn
our
small
where
ask
follow
letter
own
spell
why
away
food
line
page
still
world
back
found
live
picture
study
year
because
form
man
place
such
before
good
me
plant
tell
below
great
means
play
thing
between
hand
men
point
think
Sight Word Activities Menu Use the following activities to practice at least 10 High Frequency Words. Be sure to
choose different words each day.
Rainbow Words
Use different colors to write the words three times. Make each letter or word a different color.
Use one of the
“Rainbow Word “ pages in the Sight
Word Practice Packet.
Flash Cards
Have your child write each word on an index card or cut
paper into index size cards.
Memory Match
Make two sets of word cards turned
face down. Take turns picking 2 and reading them. Keep the matches.
Word Hunt
Look for words in the newspaper,
magazines, books, and other printed
materials.
Funny Chants
Spell and read the words in funny
voices. (T…H…E.. spells
the.)
Finger Writing
Write each word on someone’s back. Have them try to
guess which word it is. Then let them try
writing on your back next!
Guess My Word
Give clues about a word and have students say or write the word.
(Ex- The word is “and” Clues: it has
3 letters, begins with an “a”…)
Word Building
Cut letters from old magazines or
grocery ads. Glue to make sight
words.
Use magnetic letters, letter blocks
or letter cards to build the words.
You can cut paper into squares and print letters on
them.
Go Fish
Write each word two times. Hand out
five cards to each player. Put the rest
in a pile in the center.
Ask a player for a card to match one in
your own hand. When all cards are matched, the player
with the most matches wins.
Bang!
Use sight word flashcards and
create a few with the word, “Bang!”
Take turns picking cards, cards that are read are kept; others
go in the “not known” pile. When
a Bang card is drawn all the cards go back except the Bang card. Play until all cards are
drawn.
Sign Your Words
Use sign language to finger spell your
words. Find the sign language alphabet in the Sight Word Practice Packet.
Creative Writing
Use shaving cream, sand, salt, goop,
paint, play dough or chalk to finger paint
and spell words.
Beat the Clock (Reading Words)
Show a word card for 3 seconds and have your child
recognize it.
Sentence Writing
Write or use sentences with the
words. Draw a picture
about your sentence.
Reading
Find sight words in books that you read
together.
Sight Word Activities Menu Use the following activities to practice at least 10 High Frequency Words. Be sure to
choose different words each day.
Flash Writing
In a dark room, use a flashlight to write sight words in the air, on the wall, floor, ceiling.
3 Times Each
Write each word three times in your very best printing.
Use the “3 Times Each” page in the
Sight Word Practice Packet.
ABC
Write your sight words in ABC
order.
Times Up!
Set a timer for 3 minutes and see
how many words you can write
correctly. Then try it again and see if you can improve
your score.
Choo-Choo Words
Write your words as one long train. Use a different color for
each word.
Scramble Words
Have an adult scramble up the
letters of your sight words. See if you can figure out the sight words and
write them correctly.
Spelling Measurement
Write your sight words out from shortest word to
longest word. Then do it again from
longest to shortest.
Military Spelling
Do jumping jacks and spell each
word. If you make a mistake, do it again.
Snappy Words
Spell your words out, snap each
letter, clap at the end of the word.
Letter Detective
Write out you sight words. Consonants are worth one (1) point, vowels are
worth two (2) points. See how
much each word is worth.
Free Styles
Print your sight words in pencil,
then use fancy wavy printing, and then write words using
dots to form letters.
Use page in the Sight Word Practice
Packet.
Stack It Up
Use the “Stack It Up” page in the
Sight Word Practice Packet.
See the example on the page. Practice writing your sight words adding one
letter at a time.
Spell and Erase
Use the “Spell and Erase” page in the
Sight Word Practice Packet.
Write each letter in a box. Then erase and rewrite. You can erase some
letters and then fill them back in.
Color Codes
Use the “Color Codes” page in the
Sight Word Practice Packet.
Write your words in pencil. Trace over
the vowels with one color and the
consonants with another color.
On the Map Game
Use the “On the Map” page in the
Sight Word Practice Packet.
Write your words
on the treasure map. Then make up a
game with rules and play the game to
practice reading and writing your sight
words.
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