Second Grade, Grammar, Set Three

• Listening Skills
• I found an idea on line to make a sheet of paper with pictures of seven different fruits and vegetables printed on it. Then I have K. seven two-part instructions, such as, draw a line from the apple to the pear and color the pear yellow.
• I found a picture on line with instructions. These were three-part instructions, and she did really well.
• We did one more listening skill activity. I found the idea online, but made up my own pieces and instructions, as theirs were just too detailed for a second grader. Here is the picture.

• Sentence Structure
• We added punctuation at the end of sentences and decided if the sentence was a statement, command, question, or exclamation.
• I had K. draw a line between the who and what of sentences.
• K. told whether "sentences" were complete or fragments.
• Mechanics
• I used Child's Own
• Comma, pages 157 - 161
• Apostrophe, pages 163 - 164
• Contractions, pages 164 - 165
• Writing Skills
• Senses Chart -- one day we took a banana and wrote down words for how it smelled, looked, felt, sounded, and tasted. The next day we did the same for a bowl. Then I had K. write a simple paragraph about the bowl from her chart.
• Writing Project
• Shape Poem
• I picked up the book, Doodle Dandies: Poems that Take Shape by J. Patrick Lewis at the library. One day we read the book.
• Another day we googled "shape poems" and looked at the images of all the different shapes of poems.
• The other two days we made shape poems. I discovered that the best way to do this is to print or draw with a very heavy outline the shape you want. Then put a piece of clean white paper over the paper with the shape. Tape them together so they stay together easily. In the picture below, K. wrote a poem around the teddy bear shape and then drew the features of the bear inside.

• Study and Reference Skills
• I found a unit study online called Dazzling Dictionaries Unit.
• One page I used has the child use the dictionary to (1) find correct spelling, (2) find the meaning of words, (3) find a synonym, and (4) find the plural spelling of words.
• The second page has twenty words for the child to put under the correct guide words. K. and I discovered that for one set of guide words there was only one word. The guide words were folk / fool. The words that I think they had planned to go under them were: food, for, foot, and foolish. However, food is really the only word that actually belongs. I had K. look in our dictionary and write three more words that were between folk and fool.