Students will use letters to make several short words. The words being constructed will be in word families and discussion should occur over chunks and letter patterns. At the culmination of the activity, all letters will be used to make one word.

This page contains sequential and supplemental activities that help teachers teach students to read word families, compound words, contractions, double-letter words, silent-letter words, -ed words and 's words.

This course pack is designed to meet the learning outcomes for Adult Literacy Fundamental English Level 2 (roughly equivalent to grades 1.5 to 3 in the K-12 system). Every of the eight chapters includes a level-appropriate, high-interest reading of approximately 200 words. The readings are freely available in a separate reader with convenient links to the readings in each chapter of this course pack. The online version of this course pack also contains audio recordings of each story in the reader. These recordings, combined with vocabulary and word pattern exercises, prepare the Level 2 student to read each chapter with greater independence. Font size and line spacing can be adjusted in the online view, and have been enhanced for the print and PDF versions for easier reading. This course pack has been reviewed by subject experts from colleges and universities.

This course pack is designed to meet the learning outcomes for Adult Literacy Fundamental English Level 2 (roughly equivalent to grades 1.5 to 3 in the K-12 system). Every of the eight chapters includes a level-appropriate, high-interest reading of approximately 200 words. The readings are freely available in a separate reader with convenient links to the readings in each chapter of this course pack. The online version of this course pack also contains audio recordings of each story in the reader. These recordings, combined with vocabulary and word pattern exercises, prepare the Level 2 student to read each chapter with greater independence. Font size and line spacing can be adjusted in the online view, and have been enhanced for the print and PDF versions for easier reading. This course pack has been reviewed by subject experts from colleges and universities.

This reader, written specifically for adults, contains eight chapters about Langston Hughes' family history and personal life. It includes excerpts from many of Hughes' poems and is designed to accompany the BC Reads: Adult Literacy Fundamental English - Course Pack 2. This level 2 reader, one of a series of six readers, is roughly equivalent to grades 1.5 to 3 in the K-12 system. Font size and line spacing can be adjusted in the online view, and have been enhanced for the print and PDF versions for easier reading. This reader has been reviewed by subject experts from colleges and universities.

This reader, written specifically for adults, contains eight chapters about Langston Hughes' family history and personal life. It includes excerpts from many of Hughes' poems and is designed to accompany the BC Reads: Adult Literacy Fundamental English - Course Pack 2. This level 2 reader, one of a series of six readers, is roughly equivalent to grades 1.5 to 3 in the K-12 system. Font size and line spacing can be adjusted in the online view, and have been enhanced for the print and PDF versions for easier reading. This reader has been reviewed by subject experts from colleges and universities.

The Basic Speller is a spelling program for beginning students and consists of eight volumes of 48 lessons each. It presents lessons and practice for learning the relationships between sounds and their spellings.

Opening A: I can identify the syllables and vowel sounds in words. (RF.1.3, RF.2.3)
I can decode a word with a vowel in the middle and a silent "e" at the end.
I can decode (regularly spelled) two-syllable words with long vowels.
I can identify the five or six types of syllables in written words.
Work Time A: I can use what I know about the closed, open, and magic "e" syllable types to read the poem "A Moment in Time." (RF.1.3)
I can decode a word with a vowel in the middle and a silent "e" at the end.
I can decode (regularly spelled) two-syllable words with long vowels.
Work Time B: I can read and spell words with the closed, open, and magic "e" syllable types. (RF.1.3, RF.2.3, L.2.2)
I can identify spelling patterns based on syllable type.

Opening A: I can use what I know about closed, open, and magic "e" syllable types to read a sentence, identify which word is spelled wrong, and tell how it should be spelled. (RF.2.3, L.2.2)
I can decode a word with a vowel in the middle and a silent "e" at the end.
I can decode (regularly spelled) two-syllable words with long vowels.
I can identify the five or six types of syllables in written words.
Work Time A: I can use what I know about the closed, open, and magic "e" syllable types to spell words in a sentence (L.2.2).
I can identify spelling patterns based on syllable type.

This unit is presented as a series of progressive task categories. Each category includes a variety of learning tasks suggested for meeting the applicable outcomes. Teachers are encouraged to select learning tasks that best fit their teaching style and students’ needs. Modifications, accommodations, and extensions specific to your learners are strongly recommended.  Attributions:SHAPE America Standards: https://www.shapeamerica.org/standards/pe/upload/Grade-Level-Outcomes-for-K-12-Physical-Education.pdfVolleying Clip Art:  https://pixabay.com/en/volleyball-player-silhouette-309628/Graham, G., Holt/Hale, S. A., & Parker, M. (2013). Children moving: A reflective approach to teaching physical education.9th ed. New York: McGraw-Hill.

In this unit students explore immigration by reading a series of narrative nonfiction and fiction texts that highlight the experiences of early and recent immigrants. In the first part of the unit students are pushed to notice and think about the different reasons people choose to leave their homes and settle in a new community or country. Students will then be pushed to think about the different memories, cultural traits, goods, ideas, languages, and skills that individuals and families bring with them when they move to a new place and how these characteristics enrich the community. While students are exposed to a wide variety of immigrant experiences over the course of the unit, not every experience or feeling about immigration is captured in this unit. Because many of our students are first- or second-generation immigrants, it is crucial to be sensitive to and respect the varying experiences and feelings of our students and families. It is our hope that this unit, in connection with others, will help students build sensitivity and empathy for varying cultures and experiences within the United States.

In this unit students explore immigration by reading a series of narrative nonfiction and fiction texts that highlight the experiences of early and recent immigrants. In the first part of the unit students are pushed to notice and think about the different reasons people choose to leave their homes and settle in a new community or country. Students will then be pushed to think about the different memories, cultural traits, goods, ideas, languages, and skills that individuals and families bring with them when they move to a new place and how these characteristics enrich the community. While students are exposed to a wide variety of immigrant experiences over the course of the unit, not every experience or feeling about immigration is captured in this unit. Because many of our students are first- or second-generation immigrants, it is crucial to be sensitive to and respect the varying experiences and feelings of our students and families. It is our hope that this unit, in connection with others, will help students build sensitivity and empathy for varying cultures and experiences within the United States.

There is often a lot of confusion on when to use good vs well. This lesson will clear up the confusion! Students will watch a youtube video on this, play a game, and end the lesson with a writing assignment where they will show their mastery of the concept.

*Please see link included for a more detailed planning document.

Students will be designing a graphic based on the book they have finished reading in their guided reading group.   They will use the app, Canva (www.canva.com),  to create the graphic.  The graphic will include key details, descriptions, themes, plot, summary, as well as other text evidence we have discussed throughout our guided reading time together.  Students will create their graphics, and present them in a gallery walk for the rest of the class.

The content on their graphics will come from our guided reading group questions and discussions . They will record answers in their Google Classroom, based on the questions I post.  Questions will be text dependent, and focus on comprehension, main idea, key details, point of view, and connections. Students will then synthesize the information and discussion topics to create a graphic about their book.

This guidance document helps teachers understand the why, as well as the concrete what and how, of the K-2 Reading Foundations Skills Block: the overall structure, how time is used within the hour of instruction, what students do during Whole Group instruction and during differentiated Small Group instruction and Independent work, how the design of the Skills block reflects grade level reading and language standards, what assessments look like, how the K-2 Skills Block supports and complements the work from the K-2 Language Arts Curriculum (module lessons and Labs), what a day in the Skills Block looks like, and Frequently Asked Questions.

In this unit, second graders learn about insects and the impact insects have on the natural world. Building on what students learned in Unit 1 about habitats, they will explore how different insects rely on the environment, or habitat in which they live, for survival. Through this exploration, students will learn the unique characteristics of insects, how insects can be both beneficial and destructive, and the stages of an insect’s life cycle. By the end of the unit, students will have a deeper understanding of and appreciation for the beauty of the insect world.

This unit is comprised of predominantly shared reading experiences to help students practice different reading strategies and skills. Building on unit one, students will continue to be inquisitive, active consumers of texts by asking and answering questions, and they will continue to deepen their understanding of the role text features and illustrations play in helping a reader better understand the content of a text. Students will also begin to explore the connections between scientific ideas and concepts using cause-and-effect language and will continue to strengthen their habits of discussion as they debate and analyze key ideas of the unit.

A single comprehensive resource that includes many of the documents needed to understand the design and to effectively implement the K-2 Reading Foundations Skills Block, including assessment overview, assessment conversion chart, Benchmark Assessments (teacher and student materials), Activity Bank, information on independent and small group work, syllabification guidance, handwriting guidance, and a glossary.

This video shows 1st graders using Spelling to Complement Reading, an instructional practice in the K-2 Reading Foundations Skills Block, that helps students examine the reciprocal relationship between spelling and reading words. First students listen to a word read aloud, repeat the word, and segment the word into the phonemes they hear. Next they use sound boxes to analyze each word for the number of phonemes and graphemes. Finally students hear the words read aloud again, and write them from memory. This instructional practice is used in 1st and 2nd grades.

Starfall is an interactive alphabet-teaching website/app. Letters are presented in a variety of ways -- visually, audibly, and within words and sentences. Students interact with letters to help with phonics as well as reading.