STANDARDS AT
HOME
2nd Grade Activities
Standards based activities that bridge the gap between home and
school.
San Francisco Unified School District
Office of Parent Relations
©SFUSD 2008
STANDARDS
AT
HOME
2nd Grade Activities
Standards-based activities that bridge the gap between home and
school.
The Standards at Home (SAH) Project was developed by the Office of Parent Relations to give parents tools
to successfully partner with their children’s school to support classroom learning. The Office of Parent
Relations was fortunate to work with Teneh Weller of the High Expectations Parental Service to create these
activities. Teneh Weller is a former teacher at SFUSD’s George Washington Carver Elementary and has
recently become a full-time parent educator. The SAH Project is partially funded by a generous grant from
the Walter and Elise Haas Fund.
San Francisco Unified School District
Office of Parent Relations
©SFUSD 2008
©SFUSD
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Table of Contents
2 Grade Content Standards
nd
STANDARD
PAGE
Letter to Teachers
1
Measurement 2.1
2
Number Sense 1.1
6
Number Sense 1.3
9
Number Sense 2.1
13
Number Sense 3.1
17
Number Sense 3.2
20
Number Sense 3.3
24
Number Sense 4.1
27
Number Sense 5.1
29
Reading 1.1
32
Reading 1.5
43
Reading 1.7
48
Reading 1.10
58
Reading 2.6
62
Reading 2.7
64
Writing 1.3
67
Writing 1.6
73
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Dear Teachers,
For many of our students, a little extra practice is all they need to
improve their performance in a specific content area. Parents are
often willing to support their child’s learning at home. All they need
are quick and easy activities that will help their children master the
content standards. The Standards At Home activities place this
resource right at your fingertips!
As you complete report cards for your students, identify areas where
they need extra reinforcement. For several of the content standards
listed on your report card, we are providing activities that parents can
use at home with their children. The activities are designed to allow
parents to support what you teach in the classroom by using
everyday life experiences as learning opportunities.
While the activities are intended to be self-explanatory, if you go over
them with your parents, you will most likely increase their
effectiveness.
We truly hope these activities support you in our endeavors to
improve student achievement.
Sincerely,
Deena Zacharin
Teneh Weller
SFUSD Office of Parent Relations
High Expectations Parental Service
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Shape Day
2nd Grade Standard:
Measurement 2.1
Can identify, describe and classify plane and solid shapes.
Background Information:
Your child will need to be able to identify flat and three-dimensional objects. This
activity will allow your child to begin to make the connection between everyday
objects around them and the shapes they are learning about in school.
What To Do:
1. Have a __________day. (sphere, pyramid, cube, etc.)
2.
Encourage your child to find as many things around the house and in the
city that represent that shape.
Examples:
Say “Today we are having a sphere day. How many things can we find that are in
the shape of a sphere?” (i.e. ball, apple, globe, etc.)
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Here are some examples of 3 dimensional shapes.
pyramid
sphere
cube
rectangular prism
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Is it Flat?
2nd Grade Standard:
Measurement 2.1
Can identify, describe and classify plane and solid shapes.
Background Information:
Your child will need to be able to identify flat and three-dimensional objects.
This activity will help compare and contrast different three-dimensional objects in
order to deepen their understanding of the shape and their characteristics.
What To Do:
1. Find objects around the house and place those objects on a table.
2.
Look for things with similar shapes (i.e. a child’s block and a square piece
of paper).
3.
Talk about their similarities and differences. How are they the same?
How are they different?
4.
Then look at two different objects and compare and contrast those items.
Examples:
Say, “How are a cookie and a ball the same? How are they different?”
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Here are some examples of 3 dimensional shapes.
pyramid
sphere
cube
rectangular prism
©SFUSD
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Let’s Do the Bills
2nd Grade Standard:
Number Sense 1.1
Count, reads and writes whole numbers to 1,000 and identifies digit place values.
Background Information:
Numbers are made up of digits. For example, 459 has three digits – 4, 5, and 9.
Each digit has a value called a place value. Let’s look at the number 459 more
closely.
In the number 459:
4 has a value of 400 or 4 hundreds
5 has a value of 50 or 5 tens
9 has a value of 9 or 9 ones
In the following activity, your child can help you with the bills and learn about
place value at the same time.
What To Do:
1. First, make copies of the sample checks included below. Or you can go to
the following website and print sample checks.
http://www.howtowritechecks.com/blank_checks_example.htm
2.
Allow your child to see some of the bills you have to pay. For example, let
your child see the water or PG&E bill.
3.
Round the bill to the nearest dollar and have your child write a check for
the bill. For example, if your water bill is $121.89, you’re your child write a
check for $121. (We are not dealing with decimals yet and do not want to
confuse your child.) He should write the number in standard form ($121)
and in written form (one hundred twenty-one dollars).
4.
Your child should be able to tell you the number he sees and identify the
place value of each number.
Let’s Do the Bills
2nd Grade Number Sense 1.1 cont.
Resources:
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Here is a cool website with sample checks for you to practice with. Print the
sample checks and have some fun learning place value.
http://www.howtowritechecks.com/blank_checks_example.htm
Or you can use this template.
_________________________________
_________________________________
_________________________________
101
Date:____________________
PAY TO ________________________________________________________ $
______________________________________________________________________________ dollars
FAMILYCHECKS BANK
MEMO _____________________________________
|: 294874384 |:
______________________________________
19483629405”
_________________________________
_________________________________
_________________________________
101
101
Date:____________________
PAY TO ________________________________________________________ $
______________________________________________________________________________ dollars
FAMILYCHECKS BANK
MEMO _____________________________________
|: 294874384 |:
______________________________________
19483629405”
©SFUSD
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Numbers Everywhere!
2nd Grade Standard:
Number Sense 1.1
Count, reads and writes whole numbers to 1,000 and identifies digit place values.
Background Information:
Numbers are made up of digits. For example, 459 has three digits – 4, 5, and 9.
Each digit has a value called a place value. Let’s look at the number 459 more
closely.
In the number 459:
4 has a value of 400 or 4 hundreds
5 has a value of 50 or 5 tens
9 has a value of 9 or 9 ones
In this activity, children can read the numbers found in everyday life. Numbers
can be found on food items, household items, in the newspaper, on freeway
signs, etc. Use these numbers to reinforce skills taught in school.
What To Do:
1. One weekend, have your child take a notepad with him throughout the
day.
2.
Point out numbers found throughout your day. Try to point out larger
numbers in the tens (i.e. 56 or 39), or numbers in the hundreds (i.e. 934 or
295).
3.
Have your child read the numbers and identify the place value of each
digit.
©SFUSD
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Greater or Less
2nd Grade Standard:
Number Sense 1.3
Orders and compares whole numbers.
Background Information:
Schools use the symbols < (less than), = (equal to), and > (greater than) to
describe relationships between the numbers. Have your child think of the “greater
than” and “less than” sign (> and <) like an alligator- the open mouth should
always face the bigger number.
8 < 10 says “eight is less than ten”, 8 = 8 says “eight is equal to eight”,
10 > 8 says “ten is greater than eight”.
Eventually your child should be able to order and compare numbers from 1 –
1,000.
What To Do:
1. Start with small numbers.
2.
Ask, “Is 8 greater than or less than 10?”
3.
Try to give your child a variety of examples and make it a game to
increase your child’s interest in the activity.
4.
Gradually move to larger numbers (second graders should recognize
numbers to 1,000)
Examples:
89
25
or
89 > 25
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Arrange the Index Cards
2nd Grade Standard:
Number Sense 1.3
Orders and compares whole numbers.
Background Information:
Schools use the symbols < (less than), = (equal to), and > (greater than) to
describe relationships between the numbers. You might like to think of the
“greater than” and “less than” sign (> and <) like a PacMan or alligator- the open
mouth should always face the bigger number.
8 < 10 says “eight is less than ten”, 8 = 8 says “eight is equal to eight”,
10 > 8 says “ten is greater than eight”.
Eventually your child should be able to order and compare numbers from 1 –
1,000.
What To Do:
1. At home write random numbers on index cards (or use the numbers
provided below). Use the symbols provided below for “greater than” (>),
“less than” (<) and “equal to” (=). You can start with smaller numbers until
your child understands the concepts.
2.
Give your child two numbers and the three symbols. Have them create a
number sentence based on the two numbers you have given them. For
example, if you give them the numbers 98 and 24 they should place the
“>” symbol between the numbers to create the number sentence 98 > 24.
3.
Change the numbers to create different problems.
4.
Place three or four numbers in front of your child. Have them order the
numbers from least to greatest. Then have them order other numbers from
greatest to least.
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Arrange the Index Cards
2nd Grade Number Sense 1.3 cont.
Resources:
>
<
=
21
93 93
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307 938
44 49
123 321
90 80
©SFUSD
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We Are Family
2nd Grade Standard:
Number Sense 2.1
Understands and can use inverse relationships of addition and subtraction
Background Information:
Addition and subtraction facts are set up in “fact families”. For example 3, 4 and 7
are a “fact family”. You can create both subtraction and addition problems using
the numbers 3, 4, and 7. Here’s how:
7
3
4
3+4=7
4+3=7
7–4=3
7–3=4
What To Do:
1.
Use the given house templates to create fact families.
2.
Give your child three numbers that can be used to create fact families
and have them come up with the addition and subtraction problems
within that fact family.
Here are some numbers to start you off.
1.
2.
3.
4.
5.
5, 6, 11
9, 10, 19
3, 5, 8
1, 9, 10
5, 8, 13
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We Are Family
2nd Grade Number Sense 2.1 cont.
Resources:
©SFUSD
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Learning the Facts
2nd Grade Standard:
Number Sense 2.1
Understands and can use inverse relationships of addition and subtraction
Background Information:
Addition and subtraction facts are set up in “fact families”. For example 3, 4 and 7
are a “fact family”. You can create both subtraction and addition problems using
the numbers 3, 4, and 7. Here’s how:
7
3
4
3+4=7
4+3=7
7–4=3
7–3=4
You can use the concept of fact families to help your child learn their addition and
subtraction facts.
What To Do:
1. Ask your child, “What is 9 + 3 = ?”
2.
Then ask them, “What is 3 + 9 = ?”
3.
Repeat this process with several numbers.
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Learning the Facts
2nd Grade Number Sense 2.1 cont.
Here are the addition facts 2nd graders should know.
0+0=0
0+5=5
0+1=1
0+6=6
1+0=1
1+5=6
1+1=2
1+6=7
2+0=2
2+5=7
2+1=3
2+6=8
3+0=3
3+5=8
3+1=4
3+6=9
4+0=4
4+5=9
4+1=5
4+6=10
5+0=5
5+5=10
5+1=6
5+6=11
6+0=6
6+5=11
6+1=7
6+6=12
7+0=7
7+5=12
7+1=8
7+6=13
8+0=8
8+5=13
8+1=9
8+6=14
9+0=9
9+5=14
9+1=10
9+6=15
10+0=10
10+5=15
10+1=11
10+6=16
ZERO
0+2=2
0+7=7
ONE
1+2=3
1+7=8
TWO
2+2=4
2+7=9
THREE
3+2=5
3+7=10
FOUR
4+2=6
4+7=11
FIVE
5+2=7
5+7=12
SIX
6+2=8
6+7=13
SEVEN
7+2=9
7+7=14
EIGHT
8+2=10
8+7=15
NINE
9+2=11
9+7=16
TEN
10+2=12
10+7=17
0+3=3
0+8=8
0+4=4
0+9=9
1+3=4
1+8=9
1+4=5
1+9=10
2+3=5
2+8=10
2+4=6
2+9=11
3+3=6
3+8=11
3+4=7
3+9=12
4+3=7
4+8=12
4+4=8
4+9=13
5+3=8
5+8=13
5+4=9
5+9=14
6+3=9
6+8=14
6+4=10
6+9=15
7+3=10
7+8=15
7+4=11
7+9=16
8+3=11
8+8=16
8+4=12
8+9=17
9+3=12
9+8=17
9+4=13
9+9=18
10+3=13
10+8=18
10+4=14
10+9=19
10+10=20
©SFUSD
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Straw Multiplication
2nd Grade Standard:
Number Sense 3.1
Knows how to use multiplication strategies.
Background Information:
Multiplication is adding in groups. 2 groups of 4 is 8.
Multiplication t is a quicker way to add. In this activity children are grouping items
together to help them understand the concept of multiplication.
What To Do:
1. Get some straws or popsicle sticks and bundle them with rubber bands.
(Popsicle sticks can be purchased at WalMart and they are very
inexpensive.)
2.
Put groups of 5 straws in each rubber band. Make 5 bundles of 5.
3.
Use the straw bundles to show multiplication. You can start by counting by
5’s (5, 10, 15, etc.) Then say, “5 X 5 = 25”.
Examples:
One bundle of 5 straws ( 5 x 1 = 5 straws)
Two bundles of 5 straws (5 x 2 = 10 straws)
Three bundles of 5 straws (5 x 3 = 15 straws)
Change the bundle sizes as your child begins to understand the concept.
©SFUSD
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Multiplication Stories
2nd Grade Standard:
Number Sense 3.1
Knows how to use multiplication strategies.
Background Information:
Multiplication is adding in groups. 2 groups of 4 is 8.
Multiplication t is a quicker way to add. In this activity children are grouping items
together to help them understand the concept of multiplication.
In this activity, children will deepen their understanding of multiplication by
creating multiplication stories.
What To Do:
1. Use the following story frame to begin with. Have your child fill in the
blanks and solve the problem. Feel free to change the story as your child
progresses.
In my family there are _____ people. We each
number
have _______ _________.
number
item
How many ______ do we have in all?
item
2.
Have your child then draw a picture to represent the multiplication story.
3.
Have your child write a multiplication problem that represents the
multiplication story.
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Multiplication Stories
2nd Grade Number Sense 3.1 cont.
Examples:
In my family there are __5__ people. We each have __3___
number
number
__cookies__.
item
How many __cookies__ do we have in all?
item
3 X 5 = 15
©SFUSD
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Straw Division
2nd Grade Standard:
Number Sense 3.2
Knows how to use division strategies.
Background Information:
Division is separating things into equal groups. For example, if I have 24
cupcakes, I can divide those cupcakes into 3 equal groups of 8.
This activity is a hands-on way of helping your child understand the concept.
What To Do:
1. Get straws or popsicle sticks. (Popsicle sticks can be purchased at
WalMart at an inexpensive price.)
2.
Start with 25 loose straws or sticks.
3.
Ask your child to divide them into 5 equal groups.
4.
How many straws are in each group?
5.
Change the numbers as your child gets the concept.
©SFUSD
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Straw Division
2nd Grade Number Sense 3.2 cont.
Resources:
0÷2=0
10 ÷ 2 = 5
2÷2=1
12 ÷ 2 = 6
0÷3=0
15 ÷ 3 = 5
3÷3=1
18 ÷ 3 = 6
0÷4=0
20 ÷ 4 = 5
4÷4=1
24 ÷ 4 = 6
0÷5=0
25 ÷ 5 = 5
5÷5=1
30 ÷ 5 = 6
0÷6=0
30 ÷ 6 = 5
6÷6=1
36 ÷ 6 = 6
0÷7=0
35 ÷ 7 = 5
7÷7=1
42 ÷ 7 = 6
0÷8=0
40 ÷ 8 = 5
8÷8=1
48 ÷ 8 = 6
0÷9=0
45 ÷ 9 = 5
9÷9=1
54 ÷ 9 = 6
TWO
4÷2=2
14 ÷ 2 = 7
THREE
6÷3=2
21 ÷ 3 = 7
FOUR
8÷4=2
28 ÷ 4 = 7
FIVE
10 ÷ 5 = 2
35 ÷ 5 = 7
SIX
12 ÷ 6 = 2
42 ÷ 6 = 7
SEVEN
14 ÷ 7 = 2
49 ÷ 7 = 7
EIGHT
16 ÷ 8 = 2
56 ÷ 8 = 7
NINE
18 ÷ 9 = 2
63 ÷ 9 = 7
©SFUSD
6÷2=3
16 ÷ 2 = 8
8÷2=4
18 ÷ 2 = 9
9÷3=3
24 ÷ 3 = 8
12 ÷ 3 = 4
27 ÷ 3 = 9
12 ÷ 4 = 3
32 ÷ 4 = 8
16 ÷ 4 = 4
36 ÷ 4 = 9
15 ÷ 5 = 3
40 ÷ 5 = 8
20 ÷ 5 = 4
45 ÷ 5 = 9
18 ÷ 6 = 3
48 ÷ 6 = 8
24 ÷ 6 = 4
54 ÷ 6 = 9
21 ÷ 7 = 3
56 ÷ 7 = 8
28 ÷ 7 = 4
63 ÷ 7 = 9
24 ÷ 8 = 3
64 ÷ 8 = 8
32 ÷ 8 = 4
72 ÷ 8 = 9
27 ÷ 9 = 3
72 ÷ 9 = 8
36 ÷ 9 = 4
81 ÷ 9 = 9
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Share the Money
2nd Grade Standard:
Number Sense 3.2
Knows how to use division strategies.
Background Information:
Division is separating things into equal groups. For example, if I have 24
cupcakes, I can divide those cupcakes into 3 equal groups of 8. This activity
uses money to help your child understand the concept.
What To Do:
1. Use money.
2. Get 10 $1 bills or 10 pennies.
3. Ask your child, if there are 2 people, how many dollars or pennies would
4.
5.
each person get. Have them separate the pennies or dollars into equal
groups.
Change the numbers as your child gets the concept. For example, now
you can give your child 12 pennies. Ask them to separate them into 3
equal groups. How many pennies in each group? (4)
Have your child write a division fact to represent each scenario
(i.e. 10 ÷ 2 = 5).
©SFUSD
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Straw Division
2nd Grade Number Sense 3.2 cont.
Resources:
0÷2=0
10 ÷ 2 = 5
2÷2=1
12 ÷ 2 = 6
0÷3=0
15 ÷ 3 = 5
3÷3=1
18 ÷ 3 = 6
0÷4=0
20 ÷ 4 = 5
4÷4=1
24 ÷ 4 = 6
0÷5=0
25 ÷ 5 = 5
5÷5=1
30 ÷ 5 = 6
0÷6=0
30 ÷ 6 = 5
6÷6=1
36 ÷ 6 = 6
0÷7=0
35 ÷ 7 = 5
7÷7=1
42 ÷ 7 = 6
0÷8=0
40 ÷ 8 = 5
8÷8=1
48 ÷ 8 = 6
0÷9=0
45 ÷ 9 = 5
9÷9=1
54 ÷ 9 = 6
TWO
4÷2=2
14 ÷ 2 = 7
THREE
6÷3=2
21 ÷ 3 = 7
FOUR
8÷4=2
28 ÷ 4 = 7
FIVE
10 ÷ 5 = 2
35 ÷ 5 = 7
SIX
12 ÷ 6 = 2
42 ÷ 6 = 7
SEVEN
14 ÷ 7 = 2
49 ÷ 7 = 7
EIGHT
16 ÷ 8 = 2
56 ÷ 8 = 7
NINE
18 ÷ 9 = 2
63 ÷ 9 = 7
©SFUSD
6÷2=3
16 ÷ 2 = 8
8÷2=4
18 ÷ 2 = 9
9÷3=3
24 ÷ 3 = 8
12 ÷ 3 = 4
27 ÷ 3 = 9
12 ÷ 4 = 3
32 ÷ 4 = 8
16 ÷ 4 = 4
36 ÷ 4 = 9
15 ÷ 5 = 3
40 ÷ 5 = 8
20 ÷ 5 = 4
45 ÷ 5 = 9
18 ÷ 6 = 3
48 ÷ 6 = 8
24 ÷ 6 = 4
54 ÷ 6 = 9
21 ÷ 7 = 3
56 ÷ 7 = 8
28 ÷ 7 = 4
63 ÷ 7 = 9
24 ÷ 8 = 3
64 ÷ 8 = 8
32 ÷ 8 = 4
72 ÷ 8 = 9
27 ÷ 9 = 3
72 ÷ 9 = 8
36 ÷ 9 = 4
81 ÷ 9 = 9
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Graph Your Tables!
Standard:
Number Sense 3.3
Memorize multiplication tables of 2’s, 5’s, and 10’s.
Background Information:
You child will need to memorize their multiplication tables. This will help them to
figure math problems more quickly in the future. If your child can figure out a
multiplication fact in 3 seconds or less, they know them! If not, they need more
practice.
In this activity, your child will visualize his 2, 5 and 10 multiplication facts by
graphing them out. They can use this exercise to memorize the facts.
What To Do:
1. Help your child create a chart of their multiplication facts.
2.
Get 3 sheets of graph paper (see below) - a sheet for the 2’s, 5’s and 10’s.
Label the top of each page (2 Multiplication Facts, 5 Multiplication Facts,
etc.)
3.
Each line on the graph paper will represent a separate multiplication fact.
4.
Start by filling in 2 squares on the first line that represents 2 X 1 = 2.
5.
Then fill in 4 squares on the second line that represents 2 X 2 = 4.
6.
Do this until you reach 2 X 10 = 20.
©SFUSD
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Graph Your Tables
2nd Grade Number Sense 3.3 cont.
Examples:
Here is what the first table should begin to look like.
2 Multiplication Facts
2X1=2
2X2=4
2X3=6
2X4=8
Resources:
2’s
2
2
2
2
2
2
2
2
2
2
X
X
X
X
X
X
X
X
X
X
1=2
2=4
3=6
4=8
5 = 10
6 = 12
7 = 14
8 = 16
9 = 18
10 = 20
3’s
5
5
5
5
5
5
5
5
5
5
X
X
X
X
X
X
X
X
X
X
1=5
2 = 10
3 = 15
4 = 20
5 = 25
6 = 30
7 = 35
8 = 40
9 = 45
10 = 50
©SFUSD
4’s
10
10
10
10
10
10
10
10
10
10
X
X
X
X
X
X
X
X
X
X
1 = 10
2 = 20
3 = 30
4 = 40
5 = 50
6 = 60
7 = 70
8 = 80
9 = 90
10 = 100
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Sing Your Tables!
2nd Grade Standard:
Number Sense 3.3
Memorize multiplication tables of 2’s, 5’s, and 10’s.
Background Information:
You child will need to memorize their multiplication tables. This will help them to
figure math problems more quickly in the future. If your child can figure out a
multiplication fact in 3 seconds or less, they know them! If not, they need more
practice.
This fun activity will help your child quickly think of the multiples of 2, 5 and 10.
When you multiply two numbers together, the result is a multiple. The multiples of
2 are 2, 4, 6, 8, 10, 12, etc.
What To Do:
1. As you’re driving, walking or doing the dishes, sing the multiplication
multiples with your child.
2.
Use a favorite tune to sing along with.
3.
Sing them with your child.
Resources:
Multiples of 2:
2, 4, 6, 8, 10, 12, 14, 16, 18, 20
Multiples of 5:
5, 10, 15, 20, 25, 30, 35, 40, 45, 50
Multiples of 10:
10, 20, 30, 40, 50, 60, 70, 80, 90, 100
©SFUSD
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Pizza Fractions
2nd Grade Standard:
Number Sense 4.1
Understands fractions from 1/12 to ½
Background Information:
Fractions are equal pieces of a whole. If I divide a pizza into 2 equal slices,
each slice will be ½. If I divide the pizza into 6 equal slices, each slice will be
1/6. Two slices would be 2/6.
What To Do:
1. Have pizza for dinner.
2.
Have your child cut the pizza into 4 equal slices.
3.
Identify the fractions as they cut (1/4, 2/4, ¾, 4/4). Let them know that 4/4
is equal to 1 whole.
4.
Now use the fraction circles found on the website below to create more
practice opportunities.
5.
Label each piece according to what fraction it represents. Then color each
circle a different color.
6.
Cut the circles in to fractional pieces.
Website:
http://www.eduplace.com/state/pdf/hmm/trb/3/3_40.pdf
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Egg Twelfths
2nd Grade Standard:
Number Sense 4.1
Understands fractions from 1/12 to ½
Background Information:
Fractions are equal pieces of a whole. If I divide a pizza into 2 equal slices,
each slice will be ½. If I divide the pizza into 6 equal slices, each slice will be
1/6. Two slices would be 2/6.
What To Do:
1. Use an empty egg carton to show 1/12 - 12/12.
2. Get twelve things to put in the egg carton (like buttons or beans).
3. Have your child identify the fractions as you add one bean to each carton.
Examples:
The first cup with a bean contains 1/12 of the full carton. If two cups have a bean
they represent 2/12 of the full carton. If there are three cups with a bean, they
represent 3/12 of the full carton. And so on.
1/12
2/12
3/12
4/12
5/12
6/12
712
8/12
9/12
10/12
11/12
12/12
©SFUSD
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Save to Buy
2nd Grade Standard:
Number Sense 5.1
Can solve money problems involving coins and bills.
Background Information:
Your child should understand the value of money, from pennies to $20 bills. They
should know the difference between each currency amount. And they should be
able to add and subtract coins and dollars.
What To Do:
1. Go to the store and have your child choose an inexpensive toy they want
to buy (between $5.00 - $10.00). Let them know they are going to earn
that toy.
2.
Give your child a small allowance each day for doing chores around the
house (between $0.25 - $0.75). They can receive $0.25 for sorting the
laundry or for keeping their room clean. You can give them their allowance
in pennies, nickels, dimes or quarters. Change it up each day.
3.
Have a special jar or box for their money. Each day, count how much they
have earned for that day. On day one, write the amount down on a piece
of paper.
4.
The next day, count how much he earned that day. On paper, have your
child add that amount to the previous day’s total to determine the new
total.
5.
Then count all of the coins to determine how much he has saved in all and
to check the addition work form step #4.
6.
Once he saves up to buy the toy, determine how much money will she
have left by subtracting the amount of the item from the total amount
earned.
©SFUSD
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Open for Business!
2nd Grade Standard:
Number Sense 5.1
Can solve money problems involving coins and bills.
Background Information:
Your child should understand the value of money, from pennies to $20 bills. They
should know the difference between each currency amount. And they should be
able to add and subtract coins and dollars.
In this activity, children have fun while learning to solve money problems using
coins and bills.
What To Do:
1.
2.
3.
4.
5.
6.
7.
Buy play money from a toy store, Target or a teacher’s supply store.
Buy coins and dollar bills. Often they come as a set. Try to get money
that looks like real currency.
Gather items from around the house that you and your child can
pretend to buy.
Label each item with a price tag and set them out on a table or on the
floor.
Give each family member $10.00.
Have one family member act as the cashier. This person will be
responsible for adding up the totals and giving change. They should
first estimate what they think the total and change should be. Then
have them find the actual amounts on paper.
When shopping, the customer must determine if they have enough
money.
Switch roles so your child has the opportunity to act as the cashier and
the customer.
©SFUSD
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What Can I Buy?
2nd Grade Standard:
Number Sense 5.1
Can solve money problems involving coins and bills.
Background Information:
Your child should understand the value of money, from pennies to $20 bills. They
should know the difference between each currency amount. And they should be
able to add and subtract coins and dollars.
What To Do:
1. Give your child some money. Start with $5.00.
2.
Go with him to the store to buy a treat. Help your child choose items that
are within the amount of money that you have given him.
3.
Estimate how much the items will cost before going to the register.
4.
Have your child complete the transaction by giving the cashier the right
amount of money and counting their change to check for accuracy.
Examples:
Your child decides he wants a comic book. You give him $5.00. The comic book
he chooses is $2.25. Allow them to count out $3.00 and expect $0.75 back.
©SFUSD
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We Are Family
2nd Grade Standard:
Reading – Decoding and Word Recognition 1.1
Use knowledge of spelling patterns when reading.
Background Information:
There are different rules and patterns for spelling. For example, some words
follow the “ar” pattern (i.e. chart, mark, part, large, etc.). These patterns are often
referred to as Word Families. The following activity will help you and your child to
begin to identify these patterns.
What To Do:
1. Get some blank index cards.
2.
Write your child’s spelling words on the cards. Or choose some of the
Word Family words listed below.
3.
Have your child practice reading the words on the card.
4.
Have your child come up with other words that have the same spelling
pattern.
Resources:
Here is a great website with a list of word family patterns and words to go along
with each pattern. Check it out!
http://www.mrsalphabet.com/wordfamilies.html
©SFUSD
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Spelling House
2nd Grade Reading – Decoding and Word Recognition 1.1
WORD FAMILIES
--ab
cab, lab, blab, crab, flab, grab, scab, slab, stab
--ack
back, pack, quack, rack, black, crack, shack, snack, stack, track
--ag
bag, rag, tag, brag, flag
--ail
fail, mail, jail, nail, pail, rail, sail, tail, snail, trail
--ain
main, pain, rain, brain, chain, drain, grain, plain, Spain, sprain, stain, train
--ake
bake, cake, fake, lake, make, quake, rake, take, wake, brake, flake,
shake, snake
--am
ham, Sam, clam, slam, swam
--an
can, fan, man, pan, ran, tan, van, bran, plan, than
--ank
bank, sank, yank, blank, crank, drank, thank
--ap
cap, lap, map, nap, rap, tap, clap, flap, scrap, slap, snap, strap, trap, wrap
--at
bat, cat, fat, hat, mat, rat, sat, brat, chat, flat, spat, that
©SFUSD
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Spelling House
2nd Grade Reading – Decoding and Word Recognition 1.1
--ay
day, may, pay, say, clay, play, pray, spray, stay, tray
--eed
feed, need, seed, weed, bleed, freed, greed, speed
--ell
bell, fell, sell, tell, well, yell, shell, smell, spell, swell
--est
best, guest, nest, pest, rest, test, vest, west, chest, crest
--ew
dew, few, knew, new, blew, chew
--ick
kick, lick, pick, quick, sick, brick, chick, click, stick, thick, trick
--ight
knight, light, might, night, right, sight, tight, bright, flight, fright, slight
--ill
fill, hill, pill, will, chill, drill, grill, skill, spill, thrill
--in
bin, fin, pin, sin, win, chin, grin, shin, skin, spin, thin, twin
--ine
fine, line, mine, nine, pine, vine, wine, shine, spine, whine
--ing
king, ring, sing, wing, bring, cling, spring, sting, string, swing, thing
--ink
link, pink, sink, wink, blink, drink, shrink, stink, think
©SFUSD
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Spelling House
2nd Grade Reading – Decoding and Word Recognition 1.1
--ip
dip, hip, lip, rip, sip, tip, chip, clip, drip, flip, grip, ship, skip, strip, trip, whip
--ob
knob, mob, rob, blob, slob, snob
--ock
knock, lock, dock, rock, sock, block, clock, frock, shock, stock
--op
cop, hop, mop, pop, top, chop, crop, drop, flop, plop, shop, stop
--ore
bore, more, sore, tore, wore, chore, score, shore, snore, store
--ot
got, dot, hot, knot, lot, not, plot, shot, spot
--out
grout, scout, shout, spout, sprout
--ow
cow, how, now, brow, chow, plow
--uck
buck, duck, luck, cluck, stuck, truck
--um
gum, hum, drum, plum, slum
--unk
junk, chunk, drunk, shrunk, stunk, trunk
-y
by, my, cry, dry, fly, fry, shy, sky, spy, try, why
©SFUSD
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Spelling House
2nd Grade Reading – Decoding and Word Recognition 1.1
Reference: Wylie, R.E., & Durrell, D.D. (1970). Teaching vowels through phonograms.
Elementary English: 47, 787-791.
Many more phonograms can be found in The Reading Teacher's Book of Lists by Fry, Kress, and
Fountoukidis. Prentice Hall, 2000.
©SFUSD
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Patterns Everywhere
2nd Grade Standard:
Reading – Decoding and Word Recognition 1.1
Use knowledge of spelling patterns when reading.
Background Information:
There are different rules and patterns for spelling. For example, some words
follow the “ar” pattern (i.e. chart, mark, part, large, etc.). These patterns are often
referred to as Word Families. The following activity will help you and your child to
begin to identify these patterns.
What To Do:
1. While you are walking or shopping with your child, do a “pattern search.”
Find things that each have the same pattern. Perhaps you can begin with
the “ow” pattern.
2.
You might find a picture of a “cow” on a milk carton or see the word
“down” on an elevator.
3.
Write down all the words you find together on index cards. When you get
home, read over the cards and keep them.
4.
Then next day, choose a different pattern to search for and write those
words on index cards. Read the words together and keep those cards as
well.
5.
Lay all of the words(from both days) down on a table and sort them into
columns. Place all of the words with the same pattern together. Read each
of the words.
6.
You can use up to four patterns at one time to sort.
©SFUSD
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Patterns Everywhere
2nd Grade Reading – Decoding and Word Recognition 1.1 cont.
Examples:
ow
down
clown
cow
eyebrow
ar
barn
lard
car
yard
-ock
clock
rock
flock
lock
©SFUSD
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Patterns Everywhere
2nd Grade Reading – Decoding and Word Recognition 1.1 cont.
WORD FAMILIES
--ab
cab, lab, blab, crab, flab, grab, scab, slab, stab
--ack
back, pack, quack, rack, black, crack, shack, snack, stack, track
--ag
bag, rag, tag, brag, flag
--ail
fail, mail, jail, nail, pail, rail, sail, tail, snail, trail
--ain
main, pain, rain, brain, chain, drain, grain, plain, Spain, sprain, stain, train
--ake
bake, cake, fake, lake, make, quake, rake, take, wake, brake, flake,
shake, snake
--am
ham, Sam, clam, slam, swam
--an
can, fan, man, pan, ran, tan, van, bran, plan, than
--ank
bank, sank, yank, blank, crank, drank, thank
--ap
cap, lap, map, nap, rap, tap, clap, flap, scrap, slap, snap, strap, trap, wrap
--at
bat, cat, fat, hat, mat, rat, sat, brat, chat, flat, spat, that
©SFUSD
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Patterns Everywhere
2nd Grade Reading – Decoding and Word Recognition 1.1 cont.
--ay
day, may, pay, say, clay, play, pray, spray, stay, tray
--eed
feed, need, seed, weed, bleed, freed, greed, speed
--ell
bell, fell, sell, tell, well, yell, shell, smell, spell, swell
--est
best, guest, nest, pest, rest, test, vest, west, chest, crest
--ew
dew, few, knew, new, blew, chew
--ick
kick, lick, pick, quick, sick, brick, chick, click, stick, thick, trick
--ight
knight, light, might, night, right, sight, tight, bright, flight, fright, slight
--ill
fill, hill, pill, will, chill, drill, grill, skill, spill, thrill
--in
bin, fin, pin, sin, win, chin, grin, shin, skin, spin, thin, twin
--ine
fine, line, mine, nine, pine, vine, wine, shine, spine, whine
--ing
king, ring, sing, wing, bring, cling, spring, sting, string, swing, thing
--ink
link, pink, sink, wink, blink, drink, shrink, stink, think
©SFUSD
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Patterns Everywhere
2nd Grade Reading – Decoding and Word Recognition 1.1 cont.
--ip
dip, hip, lip, rip, sip, tip, chip, clip, drip, flip, grip, ship, skip, strip, trip, whip
--ob
knob, mob, rob, blob, slob, snob
--ock
knock, lock, dock, rock, sock, block, clock, frock, shock, stock
--op
cop, hop, mop, pop, top, chop, crop, drop, flop, plop, shop, stop
--ore
bore, more, sore, tore, wore, chore, score, shore, snore, store
--ot
got, dot, hot, knot, lot, not, plot, shot, spot
--out
grout, scout, shout, spout, sprout
--ow
cow, how, now, brow, chow, plow
--uck
buck, duck, luck, cluck, stuck, truck
--um
gum, hum, drum, plum, slum
--unk
junk, chunk, drunk, shrunk, stunk, trunk
-y
by, my, cry, dry, fly, fry, shy, sky, spy, try, why
©SFUSD
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Patterns Everywhere
2nd Grade Reading – Decoding and Word Recognition 1.1 cont.
Reference: Wylie, R.E., & Durrell, D.D. (1970). Teaching vowels through phonograms.
Elementary English: 47, 787-791.
Many more phonograms can be found in The Reading Teacher's Book of Lists by Fry, Kress, and
Fountoukidis. Prentice Hall, 2000.
©SFUSD
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Find the Plurals
2nd Grade Standard: Reading – Decoding And Word Recognition 1.5
Recognize and use regular and irregular plurals.
Background Information:
A singular noun is one person, place or thing. A plural noun is more than one
person, place or thing. There are rules that we follow when turning a singular
noun into a plural noun (i.e. going from one calf to two calves).
In this activity, you and your child will find plural nouns and identify the “Plural
Rule” that it follows.
What To Do:
1.
Use a reading book from school or have your child use her favorite book.
Get a piece of paper and a pencil.
2.
With your child, find and write down all the plural words found in the story
(cats, pencils, bicycles, etc.)
3.
Take your list of plural words and organize them into categories according
to their rule. Use the given rules and graphic organizer to help you.
Examples:
add -s
add -es
change y to i
and add -es
irregular
cats
kisses
blueberries
men
balls
uncles
ladies
sheep
©SFUSD
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Find the Plurals
2nd Grade Reading – Decoding And Word Recognition 1.5 cont.
Resources:
Plural nouns name more than one person, place, thing, or idea.
Rule
Example
Most regular nouns form the plural by
adding –s to singular nouns.
The carpenters cut boards for the house.
For regular nouns ending with s, ch, sh,
ss, z, zz, or x, add –es to singular
nouns.
These bushes need to be cut down.
For regular nouns ending with a
consonant and y, change the y to i and
add –es.
The babies slept all afternoon.
Some nouns are irregular when they
form the plural, and do not follow these
rules. Check a dictionary for the correct
spelling.
The mice ran around while the oxen
stayed in the barn.
©SFUSD
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Find
the Plurals
nd
2
Grade Reading – Decoding And Word Recognition 1.5 cont.
Use this graphic organizer to sort the plural nouns according to their rule.
add -s
add -es
change y to i
and add -es
©SFUSD
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Silly Story
2nd Grade Standard:
Reading – Decoding and Word Recognition 1.5
Recognize and use regular and irregular plurals.
Background Information:
A singular noun is one person, place or thing. A plural noun is more than one
person, place or thing. There are rules that we follow when turning a singular
noun into a plural noun (i.e. going from one calf to two calves).
In this activity, you and your child will have fun practicing their writing skills and
learning about plural nouns at the same time.
What To Do:
1. Get a piece of paper and a pencil.
2.
With your child, write a silly story using all singular nouns.
3.
Then write the same story changing the singular nouns to plural nouns.
4.
Use the rules below for changing singular nouns to plural. Have your child
identify which rule is being used as they make the changes.
Examples:
“One day a puppy went to a lake. The puppy walked up to a cat playing in the
water with it’s paw. The puppy said….”
“One day some puppies went to two lakes. The puppies walked up to some cats
playing in the water with their paws. The puppies said…”
©SFUSD
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Silly
Story
nd
2
Grade Reading 1.5 – Decoding And Word Recognition cont.
Resources:
Plural nouns name more than one person, place, thing, or idea.
Rule
Example
Most regular nouns form the plural by
adding –s to singular nouns.
The carpenters cut boards for the house.
For regular nouns ending with s, ch, sh,
ss, z, zz, or x, add –es to singular
nouns.
These bushes need to be cut down.
For regular nouns ending with a
consonant and y, change the y to i and
add –es.
The babies slept all afternoon.
Some nouns are irregular when they
form the plural, and do not follow these
rules. Check a dictionary for the correct
spelling.
The mice ran around while the oxen
stayed in the barn.
©SFUSD
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Synonym Memory Game
2nd Grade Standard:
Reading 1.7 – Vocabulary and Concept
Development Understand and explain common antonyms and synonyms.
Background Information:
Antonyms are words that have opposite meanings. Synonyms are words that
have the same meaning.
In this activity, you and your child play a memory game in order to reinforce their
understanding of synonyms and increase their vocabulary.
What To Do:
1. Play the Synonym Memory Game. The object of the game is to find two
cards that have the same meaning or are synonyms. Once a player finds
matches, they take possession of the cards. The person with the most
matches, wins.
2.
Use the synonym cards provided below.
3.
Cut out the cards and place them face down.
4.
The first player turns over two cards. If the cards are synonyms, that
player has a match. If not, turn both cards back over.
5.
It is now the next player’s turn. If they turn over a card and remember
where the synonym is, they can turn it over for a match.
6.
Continue until all cards have be picked up as matches.
©SFUSD
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Synonym Memory Game Cards
all
every
anger
rage
find
locate
happy
glad
©SFUSD
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Synonym Memory Game Cards
fetch
bring
divide
split
danger
hazard
vacant
empty
©SFUSD
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Synonym Memory Game Cards
walk
stroll
start
begin
weak
feeble
wealth
riches
©SFUSD
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Synonym Memory Game Cards
true
loyal
strength
power
noise
clamor
unlock
unseal
©SFUSD
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Antonym Memory Game
2nd Grade Standard:
Reading 1.7 – Vocabulary and Concept
Development Understand and explain common antonyms and synonyms.
Background Information:
Antonyms are words that have opposite meanings. Synonyms are words that
have the same meaning.
In this activity, you and your child play a memory game in order to reinforce their
understanding of antonyms and increase their vocabulary.
What To Do:
1. Play the Antonym Memory Game. The object of the game is to find two
cards that have the opposite meaning or are antonyms. Once a player
finds matches, they take possession of the cards. The person with the
most matches, wins.
2.
Use the antonym cards provided below.
3.
Cut out the cards and place them face down.
4.
The first player turns over two cards. If the cards are antonyms, that player
has a match. If not, turn both cards back over.
5.
It is now the next player’s turn. If they turn over a card and remember
where the antonym is, they can turn it over for a match.
6.
Continue until all cards have be picked up as matches.
©SFUSD
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Antonym Memory Game Cards
large
small
over
under
make
destroy
loud
soft
©SFUSD
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Antonym Memory Game Cards
even
odd
cheap
expensive
fancy
plain
false
true
©SFUSD
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Antonym Memory Game Cards
positive
negative
triumph
defeat
vacant
full
rude
polite
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Antonym Memory Game Cards
student
teacher
spend
earn
weep
laugh
sick
healthy
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Draw Differences
2nd Grade Standard:
Reading 1.10 – Vocabulary and Concept
Development
Identify simple multiple meaning words.
Background Information:
Homographs are words that are spelled the same but mean different things.
These words have multiple meanings. Your child should be able to use the same
word in many different ways.
What To Do:
1. Give your child a piece of paper and some crayons.
2. Give your child a word with multiple meanings (see the provided list).
3. Discuss the different meanings of that word.
4. Encourage your child to draw pictures to represent the different meanings.
5. Have your child write a sentence to go with each picture.
Examples:
The bats fly through the
night searching for food.
I carried my bat and ball to
the field to play baseball
with my friends.
©SFUSD
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Draw Differences
2
nd
Grade Reading 1.10 – Vocabulary and Concept Development cont.
Resources:
Here are a list of multiple meaning words to use with for this activity.
bill (statement of money owed)
Bob (person’s name)
bill (beak)
bob (move up and down)
bark (tree covering)
bark (sound a dog makes)
ball (round object)
ball (formal dance)
bank (land along a river)
bank (place of financial business)
buck (male deer)
buck (slang for dollar)
bowl (rounded dish)
bowl (play the game of bowling)
duck (go down suddenly)
fly (insect)
duck (large wild bird)
fly (move through the air with wings)
gum (sticky substance you chew) gum (tissue around teeth)
match (stick used to light fires)
match (things that go together)
miss (fail to hit)
miss (unmarried woman or girl)
nag (scold or bug someone)
nag (an old horse)
palm (inside a hand)
palm (kind of tree)
slug (hit hard)
slug (small slow-moving animal)
ring (jewelry)
ring (bell sound)
©SFUSD
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Name That Word
2nd Grade Standard:
Reading 1.10 – Vocabulary and Concept
Development
Identify simple multiple meaning words.
Background Information:
Homographs are words that are spelled the same but mean different things.
These words have multiple meanings. Your child should be able to use the same
word in many different ways.
In this activity, your child will use their critical thinking skills to figure out which
word you are describing.
What To Do:
1. Give your child two different definitions for the same word. Use the list of
multiple meaning words or come up with your own.
2.
They should try to guess which word you are describing.
Examples:
Definition 1: body part used for hearing
Definition 2: part of a corn plant
Answer: ear
Definition 1: something you read or tell
Definition 2: level of a building
Answer: story
©SFUSD
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Name That Word
2
nd
Grade Reading 1.10 – Vocabulary and Concept Development cont.
Resources:
Here are a list of multiple meaning words to use with for this activity.
bill (statement of money owed)
bill (beak)
Bob (person’s name)
bob (move up and down)
bark (tree covering)
bark (sound a dog makes)
ball (round object)
ball (formal dance)
bank (land along a river)
bank (place of financial business)
buck (male deer)
buck (slang for dollar)
bowl (rounded dish)
bowl (play the game of bowling)
duck (go down suddenly)
duck (large wild bird)
fly (insect)
fly (move through the air with wings)
gum (sticky substance you chew)
gum (tissue around teeth)
match (stick used to light fires)
match (things that go together)
miss (fail to hit)
miss (unmarried woman or girl)
nag (scold or bug someone)
nag (an old horse)
palm (inside a hand)
palm (kind of tree)
slug (hit hard)
slug (small slow-moving animal)
ring (jewelry)
ring (bell sound)
©SFUSD
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What Happens And Why?
2nd Grade Standard:
Reading 2.6 – Reading Comprehension
Recognize cause and effect relationships in a text.
Background Information:
Cause and effect relationships occur all of the time. Cause means why
something happens, and effect means what happens. For example, I tripped
because I was not watching where I was going. What happened? I tripped. This
is the effect. Why? I was not watching where I was going. This is the cause.
As your child begins to identify these relationships within books, it will help them
deepen their understanding of what they read.
In this activity, your child will search for cause and effect relationships in the
books they read.
What To Do:
1. Get a book from school or a book from your home library.
2.
Ask your child “why” questions while reading the story.
3.
Determine the cause and the effect.
Examples:
People noticed that there were fewer and fewer frogs in the pond every year.
This made people worry that something in the water might be killing them. So,
they tested the water in order to find out what was causing the frogs to
disappear.
Ask, “Why did the people test the water?”
What was the cause:
What was the effect:
The frogs were disappearing.
The people tested the water.
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I See Cause and Effect
2nd Grade Standard:
Reading 2.6 – Reading Comprehension
Recognize cause and effect relationships in a text.
Background Information:
Cause and effect relationships occur all of the time. Cause means why
something happens, and effect means what happens. For example, I tripped
because I was not watching where I was going. What happened? I tripped. This
is the effect. Why? I was not watching where I was going. This is the cause.
As your child begins to identify these relationships within books, it will help them
deepen their understanding of what they read.
In this activity, you and your child will search for cause and effect relationships in
everyday life.
What To Do:
1. Give your child several examples of cause and effect relationships. Then
ask your child to identify the cause and effect relationships in each
scenario. Here are some examples:
Alexis got an “A” on her test because she studied hard.
Cause: Alexis studied hard.
Effect: Alexis got an “A” on her test.
Harry did all of his chores so he could go play outside with his friends.
Cause: Harry wanted to go outside with his friends.
Effect: He did all of his chores.
Juan did not sleep well because the neighborhood was noisy.
Cause: The neighborhood was noisy.
Effect: Juan did not sleep well.
2.
While out and about ask your child to observe cause (why something
happens) and effect (what happens) relationships and tell you about them.
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Read the Graphs, Charts and
Diagrams
2nd Grade Standard:
Reading 2.7 — Reading Comprehension
Interpret information from diagrams, charts, and graphs.
Background Information:
Books use diagrams, charts, and graphs to give important information. When
children are able to understand how to interpret these resources, it deepens their
understanding of what they read.
In this activity, you and your child will identify diagrams, charts and graphs in our
everyday world and use them analyze the information they give.
What To Do:
1. Search for diagrams, charts and graphs in our everyday world.
You can
find charts everywhere.
• Newspapers are filled with different charts and tables.
• Non-fiction science books contain diagrams of animals, planets,
machines, etc.
• Movie and television listings
2.
As you are out and about, stop and read different charts, graphs and
diagrams. Ask these questions as you study the resources.
• What information does the chart or diagram give?
• Name 2 things you can learn from the chart or diagram?
PLAYLOAD BAY DOORS
last (third)quarter
waning Moon
moon orbit`s
earth
PLAY LOAD BAY
SUN
FLIGHT DECK
gibbous moon
crescent
earth
MAIN
ENGINE
full moon
new moon
gibbous moon
crescent
waxing Moon
first quarter
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Chart it!
2nd Grade Standard:
Reading 2.7 — Reading Comprehension
Interpret information from diagrams, charts, and graphs.
Background Information:
Books use diagrams, charts, and graphs to give important information. When
children are able to understand how to interpret these resources, it deepens their
understanding of what they read.
In these two activities, you and your child will have a little fun creating charts and
diagrams.
Activity 1: Creating Graphs
What To Do:
1. Have your child come up with one question he can ask family members
and friends. (What is your favorite color? What is your favorite food? Etc.)
2.
Have your child “interview” family members to collect answers to the
question. Write down the answers and then have your child graph the
answers.
3.
Give your child a piece of paper and a pencil to keep track of the answers.
Have him use tally marks and organize the information in a way that is
useful. Here is an example:
Football
Baseball
Basketball
Our Favorite Sports
|||| ||
|||
||||
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Chart
it!
nd
2
4.
Grade Reading 2.7 — Reading Comprehension cont.
Then take that data and create a graph of the findings. Here is an
example:
Our Favorite Sports
8
7
6
5
4
3
2
1
Football
Baseball
Basketball
Activity 2: Creating Diagrams
What To Do:
1. Have your child select items around the house that have individual parts
that can be diagramed. (i.e. computer, bicycle, shower, door, etc.)
2.
Have your child draw a picture of the object and label it’s parts. If you don’t
know the specific names of the parts, look on the internet or go to the
library and look in a book for information on that object.
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Reference Exploration!
2nd Grade Standard:
Writing 1.3 Written and Oral Language
Understand the purposes of various reference materials (e.g dictionary,
thesaurus, atlas).
Background Information:
In everyday life, we often use common reference materials like dictionaries,
thesauruses, atlases, maps, and the internet. When children can skillfully use
these materials, it helps them to become independent learners.
In this activity, you and your child can explore these references and discover
what information they provide.
What To Do:
1.
Take a trip to your nearest library.
2. Gather the following resource materials:
•
•
•
3.
an atlas
a dictionary
a thesaurus
Give your child time to look at each resource. Have them answer the
following questions:
• What information does each resource give?
• What 3 things have you learned while browsing through the
materials?
• Give me the definition of one word from the dictionary?
• What part of speech is that word?
• How many definitions are there for that word?
• Use that word in a sentence?
• Look up the word “good” in the thesaurus. What other words mean
“good”?
• Find our state in the atlas. What other information can you tell me
about our state?
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Where Do We Live?
2nd Grade Standard:
Writing 1.3 Written and Oral Language
Understand the purposes of various reference materials (e.g dictionary,
thesaurus, atlas).
Background Information:
Maps give a lot of important information. Maps are drawings that show how
places look from above. A Map Key shows you how to read a map. Maps can
use colors and symbols to show different kinds of land and bodies of water.
In this activity, you and your child can explore maps and use critical thinking skills
to analyze the information they give.
What To Do:
1. Get an atlas. The libraries have great children’s atlases that are easier to
2.
3.
4.
5.
6.
read.
Encourage your child to find where you live.
Help them find a map that shows where another family member lives.
Talk about how the map shows what towns, states, countries, and
continents look like.
Discuss the Map Key and what information it refers to. If the Map Key
refers to mountains, lakes, or deserts, ask your child to point to those
areas.
Use the information found in the Map Key to compare different areas on
the map. For example, some areas are mountainous while other areas are
covered with water.
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Can I Get A Noun?
2nd Grade Standard: Writing 1.3 - Written and Oral Language
Understands correct use of parts of speech.
Background Information:
A sentence can be broken down into various parts of speech. Sentences have
nouns, pronouns, verbs, adverbs, adjectives, etc. Children use the knowledge of
these parts of speech when writing and determining meanings of words. If they
are writing a story, they can use their knowledge of adjectives to make their story
more interesting to their reader.
In this activity, you and your child will go on a hunt for nouns, adjectives and
verbs. Have fun!
What To Do:
1. Read your child’s favorite book together.
2. Take a sheet of paper and write all of the nouns you can find. (A noun
3.
4.
names a person, place, or thing.) Determine whether the noun is a person,
place or thing.
The next evening, search for all of the verbs. And on another occasion,
search for the adjectives.
When you are driving, play a game where you call out of the nouns, verbs
or adjectives you can find. You get a point for each example you find. For
example:
Nouns – boy, car, house, man, school, etc.
Adjectives – green, fat, tall, heavy, etc.
Verbs – driving, walking, running, dancing, etc.
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Can
I Get A Noun?
nd
2
Grade Writing 1.3 - Written and Oral Language Conventions cont.
Here are some common parts of speech for your reference.
noun - A noun is a type of word that represents a person, thing, or
place, like mother, apple, or valley.
verb - A verb is a type of word that describes action or a state of
being, like wiggle, walk, run, jump, be, do, have, or think.
pronoun - A pronoun is a substitute for a noun. Some pronouns are:
I, me, she, hers, he, him, it, you, they, them, etc.
adjective - An adjective is a word that describes something (a noun).
Some adjectives are: big, cold, blue, and silly.
adverb - An adverb is a word that tells "how," "when," "where," or
"how much". Some adverbs are: easily, warmly, quickly, mainly,
freely, often, and unfortunately.
preposition - A preposition is a word that shows the spatial (space),
temporal (time), or logical relationship of its object to the rest of the
sentence. The words above, near, at, by, after, with and from are
prepositions.
conjunction - A conjunction is a word that joins other words,
phrases, clauses or sentences. Some conjunctions are: and, as,
because, but, or, since, so, until, and while.
interjection - An interjection is a word that expresses emotion. An
interjection often starts a sentence but it can be contained within the
sentence or can stand alone. Some interjections are oh, wow, ugh,
hurray, eh, and ah.
article - An article is a word that introduces a noun and also limits or
clarifies it. In English, the indefinite articles are a and an; the definite
article is the.
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Sentence Diagram
2nd Grade Standard: Writing 1.3 - Written and Oral Language
Understands correct use of parts of speech.
Background Information:
A sentence can be broken down into various parts of speech. Sentences have
nouns, pronouns, verbs, adverbs, adjectives, etc. Children use the knowledge of
these parts of speech when writing and determining meanings of words. If they
are writing a story, they can use their knowledge of adjectives to make their story
more interesting to their reader.
In this activity, you and your child will write silly sentences and determine the
parts of speech within the sentence.
What To Do:
1. Have your child write a simple silly sentence on a large piece of paper.
2. Have your child label the nouns, verbs and adjectives in their sentence.
3. Go through one of your child’s favorite books and diagram a few
sentences.
Examples:
adjective
verb
adjective
The kooky clown rolled down the greasy, green grass.
adjective
noun
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Sentence
Diagram
nd
2
Grade Writing 1.3 - Written and Oral Language Conventions cont.
Here are some common parts of speech for your reference.
noun - A noun is a type of word that represents a person, thing, or
place, like mother, apple, or valley.
verb - A verb is a type of word that describes action or a state of
being, like wiggle, walk, run, jump, be, do, have, or think.
pronoun - A pronoun is a substitute for a noun. Some pronouns are:
I, me, she, hers, he, him, it, you, they, them, etc.
adjective - An adjective is a word that describes something (a noun).
Some adjectives are: big, cold, blue, and silly.
adverb - An adverb is a word that tells "how," "when," "where," or
"how much". Some adverbs are: easily, warmly, quickly, mainly,
freely, often, and unfortunately.
preposition - A preposition is a word that shows the spatial (space),
temporal (time), or logical relationship of its object to the rest of the
sentence. The words above, near, at, by, after, with and from are
prepositions.
conjunction - A conjunction is a word that joins other words,
phrases, clauses or sentences. Some conjunctions are: and, as,
because, but, or, since, so, until, and while.
interjection - An interjection is a word that expresses emotion. An
interjection often starts a sentence but it can be contained within the
sentence or can stand alone. Some interjections are oh, wow, ugh,
hurray, eh, and ah.
article - An article is a word that introduces a noun and also limits or
clarifies it. In English, the indefinite articles are a and an; the definite
article is the.
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Name Game
2nd Grade Standard: Writing 1.6 - Written and Oral Language
Applies capitalization rules correctly.
Background Information:
We use capitalization rules whenever we write. We capitalize proper nouns
(specific people, places and things). On writing assignments and exams, children
are graded on their understanding and usage of these rules.
This simple activity will help your child determine which nouns are proper and
should be capitalized, and which nouns are common and should not be
capitalized. So let’s play the Name Game!
What To Do:
1. Write down the nouns you see while you are out and about.
2.
When you get home, decide whether the noun should be capitalized or
not. If they name specific people, places or things, they should be
capitalized.
Examples:
The word “dog” would not be capitalized, but “Rover” would be. The word
“mailman” would not be capitalized, but if you know the mailman’s name is
“Nick”, that should be capitalized.
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Name Game
2nd Grade Standard: Writing 1.6 - Written and Oral Language cont.
Capitalization Rules
Mickey Mouse
Thanksgiving Day
Empire State Building
Sunday
January
Main Street
Dublin, New Hampshire
North America
United States
Dear Fred.
Sincerely yours,
A Wrinkle in Time
names of people
holidays
names of buildings
days of the week
months of the year
names of streets
cities and states
continents
countries
letter greeting
first word of letter closing
titles (first, last, & all important
words in-between)
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Write a Letter
2nd Grade Standard: Writing 1.6 - Written and Oral Language
Applies capitalization rules correctly.
Background Information:
We use capitalization rules whenever we write. We capitalize proper nouns
(specific people, places and things). On writing assignments and exams, children
are graded on their understanding and usage of these rules.
In this activity, your child will have the opportunity to practice using capitalization
rules correctly and write a friendly letter to a loved one or friend.
What To Do:
1. Give your child a piece of paper and a pencil or pen.
2.
Go over the capitalization rules below.
3.
Go over the sample friendly letter below to make sure your child
understands the correct format for a friendly letter.
4.
Encourage him to write a friendly letter to a friend or family member. They
can write about what they want for Christmas or about their dream
vacation. Give them other exiting topics to write about.
5.
Encourage your child to include names of places, people and things.
6.
Check the letter to make sure all proper nouns are capitalized.
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Write a Letter
2nd Grade Standard: Writing 1.6 - Written and Oral Language cont.
Here is an example of a friendly letter.
247 First Avenue
Westport, CT 34876
Feb. 3, 2001
Dear Fudge,
Hey, how is it going in Florida? Hope you’re having great weather.
You wouldn’t believe the snowy winter we’ve had. Yuk! I miss going to the
park in the afternoon. So, what’s new with you? Are you going to try out
for any spring sports?
What new games did you get for your birthday? Hope you enjoyed the
gift we sent you. I can’t wait until we come down to visit you at spring
break.
Let’s go to Universal Studios again.
Catch you later,
Scooter
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Write a Letter
2nd Grade Standard: Writing 1.6 - Written and Oral Language cont.
Capitalization Rules
Mickey Mouse
Thanksgiving Day
Empire State Building
Sunday
January
Main Street
Dublin, New Hampshire
North America
United States
Dear Fred.
Sincerely yours,
A Wrinkle in Time
names of people
holidays
names of buildings
days of the week
months of the year
names of streets
cities and states
continents
countries
letter greeting
first word of letter closing
titles (first, last, & all important
words in-between)
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