Mr. Tims and Mr. Freeman welcome YOU to the Second Grade Paw page!
You may email: Mr. Tims: [email protected]
Mr. Freeman: [email protected]
We are excited for YOU, and to share how YOU can learn in a new way called the 21st Century!
You may email: Mr. Tims: [email protected]
Mr. Freeman: [email protected]
We are excited for YOU, and to share how YOU can learn in a new way called the 21st Century!
Family Connections through Home Languages
Sharing family histories, experiences, and cultural stories in families’ home languages can strengthen children’s speaking skills. Children can gain a stronger sense of who they are when they have conversations with their families in their home languages. Language is, after all, an important part of our identity.
Encourage families to use their home language(s) to:
• Share family stories orally • Sing favorite songs
• Read books together • Read signs, labels, or other visuals in the environment
• Discuss events, stories, movies, or games
• Show children how to do something
• Create art or crafts
Rich cultural and linguistic interactions can bolster children’s sense of themselves and their primary language skills. Children can master a language and academic learning when their primary language and culture are stronger.
Family Connections through Home Languages Home languages play an important role in maintaining communication and relationships with family.
WIDA is housed within the Wisconsin Center for Education Research at the University of Wisconsin-Madison. © 2020 The Board of Regents of the University of Wisconsin System, on behalf of WIDA
For more resources to strengthen connections with families, visit wida.wisc.edu/teach/learners/engagement
Conexiones familiares a través de lenguajes en el hogar Los lenguajes del hogar juegan un rol muy importante al sostener la comunicación y los enlaces familiars.
Compartir historias de familia, experiencias, y cuentos culturales en los lenguajes del hogar puede fortalecer la destreza lingüística de los niños. Estos mismos pueden adquirir un sentido más firme de quiénes son cuando tienen conversaciones con sus familias a través de los lenguajes del hogar. El lenguaje es, al fin y al cabo, una parte importante de nuestra identidad.
Motive a familias para que usen el(los) lenguaje(s) del hogar para:
• Compartir oralmente los relatos de familia
• Cantar canciones favoritas
• Leer libros juntos
• Leer carteles, etiquetas y otros visuales en el ambiente
• Platicar sobre eventos, cuentos, películas o juegos
• Demostrarle a los niños cómo hacer algo
• Crear artes o manualidades
Interacciones sólidas de aspecto cultural y lingüístico pueden reforzar en los niños un sentido de ser, al igual que sus habilidades de lenguaje principal. Niños pueden dominar un idioma y el aprendizaje académico cuando su lenguaje principal y cultura son más Fuertes.
Conexiones familiares a través de lenguajes en el hogar Los lenguajes del hogar juegan un rol muy importante al sostener la comunicación y los enlaces familiars.
WIDA está ubicada dentro del Centro de Investigación Educativa de Wisconsin en la Universidad de Wisconsin-Madison. © 2020 Junta de Regentes del Sistema de la Universidad de Wisconsin, en representación de WIDA.
Para más recursos que fortalecerán conexiones con las familias, visite wida.wisc.edu/teach/learners/engagement
Sharing family histories, experiences, and cultural stories in families’ home languages can strengthen children’s speaking skills. Children can gain a stronger sense of who they are when they have conversations with their families in their home languages. Language is, after all, an important part of our identity.
Encourage families to use their home language(s) to:
• Share family stories orally • Sing favorite songs
• Read books together • Read signs, labels, or other visuals in the environment
• Discuss events, stories, movies, or games
• Show children how to do something
• Create art or crafts
Rich cultural and linguistic interactions can bolster children’s sense of themselves and their primary language skills. Children can master a language and academic learning when their primary language and culture are stronger.
Family Connections through Home Languages Home languages play an important role in maintaining communication and relationships with family.
WIDA is housed within the Wisconsin Center for Education Research at the University of Wisconsin-Madison. © 2020 The Board of Regents of the University of Wisconsin System, on behalf of WIDA
For more resources to strengthen connections with families, visit wida.wisc.edu/teach/learners/engagement
Conexiones familiares a través de lenguajes en el hogar Los lenguajes del hogar juegan un rol muy importante al sostener la comunicación y los enlaces familiars.
Compartir historias de familia, experiencias, y cuentos culturales en los lenguajes del hogar puede fortalecer la destreza lingüística de los niños. Estos mismos pueden adquirir un sentido más firme de quiénes son cuando tienen conversaciones con sus familias a través de los lenguajes del hogar. El lenguaje es, al fin y al cabo, una parte importante de nuestra identidad.
Motive a familias para que usen el(los) lenguaje(s) del hogar para:
• Compartir oralmente los relatos de familia
• Cantar canciones favoritas
• Leer libros juntos
• Leer carteles, etiquetas y otros visuales en el ambiente
• Platicar sobre eventos, cuentos, películas o juegos
• Demostrarle a los niños cómo hacer algo
• Crear artes o manualidades
Interacciones sólidas de aspecto cultural y lingüístico pueden reforzar en los niños un sentido de ser, al igual que sus habilidades de lenguaje principal. Niños pueden dominar un idioma y el aprendizaje académico cuando su lenguaje principal y cultura son más Fuertes.
Conexiones familiares a través de lenguajes en el hogar Los lenguajes del hogar juegan un rol muy importante al sostener la comunicación y los enlaces familiars.
WIDA está ubicada dentro del Centro de Investigación Educativa de Wisconsin en la Universidad de Wisconsin-Madison. © 2020 Junta de Regentes del Sistema de la Universidad de Wisconsin, en representación de WIDA.
Para más recursos que fortalecerán conexiones con las familias, visite wida.wisc.edu/teach/learners/engagement
Look another new feature Learning A-Z! You can access Learning A-Z on
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password to log on to more exciting ways of Learning A-Z.
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PHONICS PRACTICE with READING HORIZONS Let's practice Phonetic Skill 4!!! First let's review! Check out the YouTube video below to refresh your memory. Then practice on your own with the additional resources. |
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Vocabulary
A. Write the word that completes each sentence.
Sight Words Story Words
have squirrel
small nibbles
found delicious
1. A _______________ runs across the yard.
2. She _____________ on a nut.
3. I ate a big, ______________ apple for a snack.
4. I planted a _____________ tree with my dad.
B. Circle three vocabulary words in
the Word Search.
S U L Q A F
M H A V E O
A T B T G U
L C A L L N
L M P U O D
Phonics
A. Prove each of the words below.
1. goat 2. curtain 3. boat 4. road 5. gem
6. stage 7. page 8. tree
Comprehension
Reread to tell about the story.
A nest with eggs sits high in this tree.
Twigs, twine, and trash make up this nest.
Mother bird will wait till her chicks grow in
the eggs. Small chicks will poke holes and
and crack the shells. Then, Mother will
find a meal her chicks can eat.
A. Answer the questions.
1. What makes up the nest? Circle the answer.
a. leaves c. feathers
b. twigs, twine, and trash d. a tree
2. What is Mother Bird waiting for?
She is waiting for ____________________________.
3. How do we know a chick is coming?
The chicks ___________________________________.
B. Read each sentence. Write the number of
each Cause next to its Effect.
CAUSE EFFECT
1. The bird sits on her eggs. ____ A fly gets stuck.
2. The spider spins a web. ____ It will have food
for winter.
3. The bird catches a worm. ____ The chicks hatch.
4. The squirrel piles up ____ The chick can
nuts at home. eat.
Grammar: Capitalization
Remember to use a capital letter at the beginning
of sentences and when writing proper nouns.
Her sister's name is Kitty.
Write the corrected sentence on the line with
capital letters.
1. pam and i had a picnic.
_____________________________________________.
2. squirrels gather nuts for winter.
_____________________________________________.
3. birds often fly south in winter.
_____________________________________________.
Compare and Contrast Writing
Writing that compares tells how things are alike
and different. Write a paragraph that compares two
different kinds of trees. Draw a picture about your
paragraph.
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
Draw your picture below.
A. Write the word that completes each sentence.
Sight Words Story Words
have squirrel
small nibbles
found delicious
1. A _______________ runs across the yard.
2. She _____________ on a nut.
3. I ate a big, ______________ apple for a snack.
4. I planted a _____________ tree with my dad.
B. Circle three vocabulary words in
the Word Search.
S U L Q A F
M H A V E O
A T B T G U
L C A L L N
L M P U O D
Phonics
A. Prove each of the words below.
1. goat 2. curtain 3. boat 4. road 5. gem
6. stage 7. page 8. tree
Comprehension
Reread to tell about the story.
A nest with eggs sits high in this tree.
Twigs, twine, and trash make up this nest.
Mother bird will wait till her chicks grow in
the eggs. Small chicks will poke holes and
and crack the shells. Then, Mother will
find a meal her chicks can eat.
A. Answer the questions.
1. What makes up the nest? Circle the answer.
a. leaves c. feathers
b. twigs, twine, and trash d. a tree
2. What is Mother Bird waiting for?
She is waiting for ____________________________.
3. How do we know a chick is coming?
The chicks ___________________________________.
B. Read each sentence. Write the number of
each Cause next to its Effect.
CAUSE EFFECT
1. The bird sits on her eggs. ____ A fly gets stuck.
2. The spider spins a web. ____ It will have food
for winter.
3. The bird catches a worm. ____ The chicks hatch.
4. The squirrel piles up ____ The chick can
nuts at home. eat.
Grammar: Capitalization
Remember to use a capital letter at the beginning
of sentences and when writing proper nouns.
Her sister's name is Kitty.
Write the corrected sentence on the line with
capital letters.
1. pam and i had a picnic.
_____________________________________________.
2. squirrels gather nuts for winter.
_____________________________________________.
3. birds often fly south in winter.
_____________________________________________.
Compare and Contrast Writing
Writing that compares tells how things are alike
and different. Write a paragraph that compares two
different kinds of trees. Draw a picture about your
paragraph.
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
Draw your picture below.
Fluency 1
Read each row of words aloud. Prove each word.
1. add clash ham math
2. bat dad jam pat
3. van man flag can
4. are buy eat sing
5. bed desk lend red
6. ten vest shed yet
7. men help deck wet
8. feels hurt give big
9. bib fix kick ship
10. six zip win trim
11. milk his dig drip
12. does fine own yellow
Fluency 2
Read each sentence with fluency aloud.
1. I was five when I got Spot.
2. Spot was light and I could hold him.
3. Husk and I can play in the snow and ice.
4. It will be such fun.
5. It makes him sad - he is not the same.
6. As he swims by, Ducks call him names.
7.Sam's dad takes him to a baseball game.
8. The game is a special time.
9. Bees like to keep a home close to flowers.
10. Kate gets honey from the beehive.
11. Red and green and pink and blue, big and not big and
in between, too.
12. I can jump and laugh and fall, in the middle of lots of
balls.
Fluency 3
Read the paragraphs aloud with fluency. Draw a
picture about each paragraph.
1. An ice cream man put a scoop of ice cream in
each dish. The ice cream tasted good. A lot
of people ate it. The ice cream man ran out
of dishes. But he had a lot of ice cream left to
sell. He was not sure he could sell it all. The ice
cream might melt if it didn't sell.
2. Sue is getting bigger. She has a tail. But where
are her arms and legs? A fish swims by. The fish
stops to chat with Sue
Sue is tired. She moans, "I have a tail now,
but I have no arms or legs. I want to be a real
frog." Sue wishes for arms and legs so she can
jump like her dad.
Read each row of words aloud. Prove each word.
1. add clash ham math
2. bat dad jam pat
3. van man flag can
4. are buy eat sing
5. bed desk lend red
6. ten vest shed yet
7. men help deck wet
8. feels hurt give big
9. bib fix kick ship
10. six zip win trim
11. milk his dig drip
12. does fine own yellow
Fluency 2
Read each sentence with fluency aloud.
1. I was five when I got Spot.
2. Spot was light and I could hold him.
3. Husk and I can play in the snow and ice.
4. It will be such fun.
5. It makes him sad - he is not the same.
6. As he swims by, Ducks call him names.
7.Sam's dad takes him to a baseball game.
8. The game is a special time.
9. Bees like to keep a home close to flowers.
10. Kate gets honey from the beehive.
11. Red and green and pink and blue, big and not big and
in between, too.
12. I can jump and laugh and fall, in the middle of lots of
balls.
Fluency 3
Read the paragraphs aloud with fluency. Draw a
picture about each paragraph.
1. An ice cream man put a scoop of ice cream in
each dish. The ice cream tasted good. A lot
of people ate it. The ice cream man ran out
of dishes. But he had a lot of ice cream left to
sell. He was not sure he could sell it all. The ice
cream might melt if it didn't sell.
2. Sue is getting bigger. She has a tail. But where
are her arms and legs? A fish swims by. The fish
stops to chat with Sue
Sue is tired. She moans, "I have a tail now,
but I have no arms or legs. I want to be a real
frog." Sue wishes for arms and legs so she can
jump like her dad.
April 22, 2020 April (Apr.) Wednesday (Wed.)
Vocabulary
A. Write the word that completes each sentence.
Sight Words Story Words
always lion
more lioness
never enemy
animals
1. A ___________ protects her cubs.
2. Most wild ___________ have a very good sense of
smell.
3. They can tell when an _____________ is near.
4. A __________ has a long thick mane of hair.
5. I want to learn __________ about animals.
B. Circle four vocabulary words in the Word Search.
A N I M A L S
L E R U D I R
W V O Q T O A
A E F J G N M
Y R H K L E S
S S A B F S C
Phonics
A. Circle the word with the same ow sounds as in clown.
1. row gown
2. crowd throw
3. flower snow
4. cow blow
B. Write the word with ou on the line.
5. mouth ______________________
6. loud ______________________
7. couch ______________________
8. outside ______________________
Comprehension
Reread to tell about the story.
Many kinds of wild animals make homes in
Africa. One kind is the big, strong, and proud type
of cat named a lion. A female cat is called a lioness.
A bigger male cat is a lion.
A. Answer the questions.
1. Where do many animals make homes?
They make homes in ___________________.
2. Why do you think lions are "proud"?
Lions are proud because _______________.
3. What is a female lion called?
A female lion is called a _______________.
B. Fill in the T-Chart. Compare and contrast the
differences between wild animals and animals
kept as pets.
Animals
Wild Animals Animals as Pets
_____________________ _____________________
_____________________ _____________________
_____________________ _____________________
_____________________ ______________________
_____________________ ______________________
_____________________ ______________________
Grammar: Adverbs
Adverbs tell you how something is done.
The suffix -ly is often added to a word to
make it an adverb.
Jan walked slowly.
Complete each sentence with an adverb from the box.
softly quickly proudly happily
1. A lion can run _____________.
2. Lions walk ___________ on the grasslands.
3. They purr ___________ in the shade.
4. Lion cubs play ____________.
Compare and Contrast Writing
Compare and contrast two animals you like. How are
they alike and different? Write a paragraph and draw
a picture below.
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
Draw your picture below
Wednesday, April 15, 2020
(Wed.) (Apr.)
Vocabulary
A. Circle five vocabulary words in the Word Search.
Sight Words Story Words
we football
done soccer
ball middle
down
S W E D R M
D J F O M I
O B A W H D
N K O N E D
E P S H U L
S B A L L E
B. Write the letters in the correct order to make a word.
1. c o r s e c ____________________
2. b a l l o o f t ____________________
3. n e d o ____________________
4. w o n d ____________________
Phonics
A. Underline the word that has the same u sound as
the word by each number.
1. glue make rug rule
2. cube black bake cute
3. flute dune lake run
4. broom crib gum June
B. Prove the words below.
5. mule
6. June
7. cut
8. dune
9. gum
10. rug
Comprehension
Reread to tell about the poem.
Can you name the game?
This is a clue. You kick and kick, and run fast, too.
I can name soccer, I got it right. This game rules,
day and night!
A. Answer the questions.
1. What do the players do in soccer?
________________________________________________
2. When is it a good time to play soccer?
________________________________________________
3. How can you tell the speaker likes soccer?
________________________________________________
Grammar: Verbs
A verb is a word that shows action.
She plays a game.
Read each sentence. Write the verb on the line.
1. I jump up and down. ___jump___
2. Mike runs fast. ____________
3. I toss the ball. ____________
4. My dad holds the ball for me. _____________
5. I tap the ball with my foot. _____________
Descriptive Writing
Write a short paragraph below about your favorite sport. Use words that describe. Be sure to use upper and lower case letters. Remember ALL sentences begin with an upper case letter and end with a period. Draw a picture about your paragraph.
April 9, 2020
Vocabulary
A. Write the word that completes each sentence.
Sight Words Story Words
were people
now beautiful
by swans
or
1. I am in second grade
_________________________.
2. _______________ next year, I will write very well.
3. I can carry one bag ____________ two.
4. This is a _________________hat.
Circle five vocabulary words in the Word Search.
T H R O E W
S W A N S E
E B A O E R
C Y T W O E
P E O P L E
PHONICS
A. Complete the word and draw a picture.
Don't forget to prove your words too!
1. c____k____
2. l____k____
3. sn____k____
4. pl____t_____
B. Circle the word with the long a sound.
5. lamp lake 8. gas gate
6. snake snap 9. rake rat
7. plane plan 10. ant ate
COMPREHENSION
Reread to tell about the story.
Then came the day Duck bent his long, thin neck.
"I am a beautiful white swan, no less!"
He was so glad he almost wept or cried.
A. Answer the questions.
1. What does Duck see when he bends his long neck?
_________________________________________________________.
2. What does Duck look like at the end of the poem?
__________________________________________________________.
3. How does Duck feel at the end of the poem?
Circle the letter of the correct answer.
a. silly c. thin
b. glum d. glad
B. Write sentences to tell what happens to Duck at the beginning, middle, and end of the story.
Beginning
__________________________________________________________
_________________________________________________________
__________________________________________________________
_________________________________________________________
Middle
__________________________________________________________
_________________________________________________________
__________________________________________________________
_________________________________________________________
End
__________________________________________________________
__________________________________________________________
Grammar: Adjectives
An adjective is a word that is used to
describe a person, place, thing or animal.
Underline all the adjectives.
1. A big duck sits in a big nest.
2. He is a beautiful swan.
3. She is a little duckling.
4. He is a big and brave swan.
5. The poem has happy ending.
Persuasive Writing
Write a persuasive paragraph about why it is important to take care of pets. Remember to use words that persuade. Draw a picture about your
paragraph.
__________________________________________________________
_________________________________________________________
_________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Draw your picture below.
Vocabulary
A. Write the word that completes each sentence.
Sight Words Story Words
were people
now beautiful
by swans
or
1. I am in second grade
_________________________.
2. _______________ next year, I will write very well.
3. I can carry one bag ____________ two.
4. This is a _________________hat.
Circle five vocabulary words in the Word Search.
T H R O E W
S W A N S E
E B A O E R
C Y T W O E
P E O P L E
PHONICS
A. Complete the word and draw a picture.
Don't forget to prove your words too!
1. c____k____
2. l____k____
3. sn____k____
4. pl____t_____
B. Circle the word with the long a sound.
5. lamp lake 8. gas gate
6. snake snap 9. rake rat
7. plane plan 10. ant ate
COMPREHENSION
Reread to tell about the story.
Then came the day Duck bent his long, thin neck.
"I am a beautiful white swan, no less!"
He was so glad he almost wept or cried.
A. Answer the questions.
1. What does Duck see when he bends his long neck?
_________________________________________________________.
2. What does Duck look like at the end of the poem?
__________________________________________________________.
3. How does Duck feel at the end of the poem?
Circle the letter of the correct answer.
a. silly c. thin
b. glum d. glad
B. Write sentences to tell what happens to Duck at the beginning, middle, and end of the story.
Beginning
__________________________________________________________
_________________________________________________________
__________________________________________________________
_________________________________________________________
Middle
__________________________________________________________
_________________________________________________________
__________________________________________________________
_________________________________________________________
End
__________________________________________________________
__________________________________________________________
Grammar: Adjectives
An adjective is a word that is used to
describe a person, place, thing or animal.
Underline all the adjectives.
1. A big duck sits in a big nest.
2. He is a beautiful swan.
3. She is a little duckling.
4. He is a big and brave swan.
5. The poem has happy ending.
Persuasive Writing
Write a persuasive paragraph about why it is important to take care of pets. Remember to use words that persuade. Draw a picture about your
paragraph.
__________________________________________________________
_________________________________________________________
_________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Draw your picture below.
Vocabulary:
Write the word that completes each sentence.
Sight Words Story Words
sing wash
are clean
buy chore
eat
1. They like to _____________ and clap in music class.
2. The cat and the man ______________ playing.
3. I cut the grass. It is my ______________.
4. I ______________ my face in the morning.
5. I ______________ up my messy bedroom.
Circle four vocabulary words in the Word Search.
A B U Y W A S
S I N G E A T
P X A R E M C
Phonics
Write the letters in the correct order to make a word.
1. n h d a ____________________
2. m a l p ____________________
3. a c t ____________________
4. t h a ____________________
Now draw a picture of each word you have created. Don't
forget to prove your words.
Write a, b, f, or s to complete each word.
5. _____an 8. _____ad
6. _____nt 9. _____ag
7. _____at 10. _____ct
Remember to prove your words!
Comprehension
Reread to tell about the story.
Gramps has a bag of soap. Dan and Gramps
have a chore. Dan and Gramps can sing too!
Dan has a pal, Nan. Dan can wash a sock. Dan
and Gramps can wash and clean together!
Circle the letter of the correct answer. Then write the word
in the blank.
1. Dan washes a ________________________.
a. car c. sack
b. sock d. clean
2. Dan and Gramps wash and _____________________.
a. clean c. read
b. dance d. buy
3. Gramps has a bag of _________________.
a. gum c. soap
b. books d. cans
Grammar: Nouns
Nouns are words that name persons, places, and
things.
Write the word that completes each sentence.
Then circle the nouns.
backpack pal plant rag sun
1. I can hang my _________________ in the closet.
2. Joe has a __________________ in a basket.
3. My ____________________ has a cat.
4. My dad uses a ________________ to clean his car.
5. The _______________ feels good on my face.
Read the sentences. Think of what comes first, next, and
last. Write the sentences in the correct order (sequence).
Dan and Gramps can clean together.
Dan has a pal, Nan.
Gramps and Dan have a chore.
Gramps has a bag of soap.
First, ___________________________________________________.
Next, ___________________________________________________.
Next, ___________________________________________________.
Last, ____________________________________________________.
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