west shore school district ela learning packet grade level 2

West Shore School District

ELA Learning Packet

Grade Level 2

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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Due to copyright restrictions, we are not

able to post this resource.

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


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


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


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


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


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


• 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


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


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


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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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

ReadWorks.org · © 2013 ReadWorks®, Inc. All rights reserved.

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.


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.


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.



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.



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.


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!


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!


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.



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



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

Sight Word Activity Menu Packet

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


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


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


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


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.

AA

BB

CC

DD

EE

FF

GG

HH

II

JJ

KK

LL

MM

NN

OO

PP

QQ

RR

SS

TT

UU

VV

WW

XX

YY

ZZ


Name:


Ñåmë:

s sp spe spel spell

Ñåmë:


Name:



1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Write each letter in a box. Then erase and rewrite. You can erase some letters and fill them back in.

Ñåmë:

west shore school district ela learning packet grade level 2

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