One thing I noticed this year that I hadn’t seen before, is that my students have struggled with contractions. Not only did they not know what word made up a contraction, they didn’t understand what it was, and couldn’t read them either. They often guessed on contractions or ended up saying the two words that made it up – or the two words that they thought made it up.
So….on to contraction practice.
We started by watching a Brainpop Jr video about contractions. Brainpop is a great way to introduce or review concepts. Gives kids a chance to hear the same information you are telling them, but from fun, animated characters.
After watching Brainpop, we created this anchor chart to show what a contraction was and to also list examples. They helped me put this chart together.
Next, we played Contraction Memory. This game can be found in my new TPT pack called Contraction Action.
Here are some pictures of the kids in action – sorry it’s turned weird….
We then did I Have, Who Has – also in my packet, but I didn’t get a chance to get pictures since I was playing too. Be sure to check out my new TPT packet- Contraction Action in my TPT Store.
In addition to a review of verbs, we also reviewed nouns mainly focusing on singular and plural nouns and how to make a singular noun plural. We also discussed the irregular nouns and how more than one tooth isn’t tooths….which is always a hard one for them to understand, but after this chart and activity I think we’re getting there.
We started by making an anchor chart together.
This week we spent two days working on verbs. The first day we reviewed verbs (my kiddos keep getting confused on verbs, nouns, etc) and we started talking about verb tenses. In second grade, the language standard focuses on students being able to use irregular verb tenses – made, swam, ran, etc. The CCSS standard is L2.1.
First, we created an anchor chart together. We reviewed what a verb was and came up with some examples. Then, we used a mini tree map to practice changing the tenses of the verbs.
We spent 2 full weeks working on adding and subtracting double digit numbers with borrowing and regrouping. This is definitely a tough one. Having never taught this in first grade, this was definitely a learning experience for me and for them. But, on a happy note, my kids aren’t freaked out by it. I used my CGI (Cognitively Guided Instruction) training from my previous district, we worked on strategies to make it concrete and they’re getting it!
The three strategies we’re focusing on are….
I’ve been meaning to post about this standard and post this freebie for a few weeks, but life got in the way. So, better late than never…
A few weeks ago we worked on comparing 3 digit numbers – specifically standard 2.NBT.4. The kiddos did really well with this standard so we only needed a quick few days of practice and they were good to go. Below are some ideas and pictures from our work…
Here’s our anchor chart we created with vocab, symbols, and a few examples. I love creating these math anchor charts and adding to them throughout the lessons. I find the kids referencing them at later times and love that they are referring to them and using them!
And, here’s a little game I created for students to also practice comparing 3 digit numbers. This game can be found as a freebie in my TPT store…here.
Here are a few pictures from the kids playing…
My kiddos had struggled a lot with double digit addition and subtraction. Some had learned the straight algorithm, but had no idea what they were doing or why they were doing it, and some were trying to draw 44 circles and 23 circles and then count them all up one by one. So…I decided we needed some strategies. We started with straightforward double digit addition and subtraction – no borrowing, no regrouping. We worked on 3 strategies. One each day as to not overwhelm students. After exposing them to each strategy and letting them practice each one, they got to choose the strategy that worked best for them. We worked on place value, empty number line, and break apart. After we went over these, they really started to get the hang of it and problems weren’t taking 8 hours to solve like the drawing 44 and 23 circles :-).
Here are two anchor charts we made to document our strategies.
Over the first half of the year in 2nd grade, we have spent a lot of time working with informational text. While some of the text features have been easy for the kids to identify and use, some have been more difficult. So one morning we worked together to make a Text Features Anchor chart using clippings from National Geographic for Kids, Time for Kids, and the regular Time Magazine. What I love about this is the kids have been referring to it while on their text features hunt at literacy stations. I love anchor charts for this very reason and it’s even better when the kids remember to refer to it on their own!
We’ve spent the past week in my second grade class working on 2.NBT.2. They are doing a great job skip counting and below are the activities and stations we did to practice.
To introduce skip counting, we spent time with counting collections. I used pom pom balls, snap cubes, unifix cubes, highlighters, popsicle sticks, straws, etc. Each item had a different number and was given to the partnership on purpose – to help with differentiation. Higher kids had numbers in the hundreds – lower kids had numbers in the 40s-80s. The first direction was just to count and tell me how many the had. I stopped them about halfway through and we talked about how they were counting. Most weren’t organizing the items and most were counting by ones, so we discussed was this a good way or is there a better strategy? I had two groups who had already figured out a strategy. One group was counting by 10s and another by 20s. So, we tried this with an example and decided skip counting was easier and it was easier if you grouped them. We went back to the counting collections and now counted while putting them into groups of 2’s, 5’s. and 10’s.
Next, we worked on a skip counting chart to help us. We colored all of the numbers that were by 2’s yellow, circled all of the numbers by 5’s in orange, and underlined the 10’s in green. The kids did a great job with this and then had a resource to use throughout the week (especially with the Skip Counting Task Cards (more info on this below)).
Station #4 – Skip Counting Puzzles. The kids loved putting these together. I found some cute Home on the Range ones in Haley O’Connor’s store here.
We’ve continued our study of Common Core Standard 2.RL.1 and have moved on to focusing on the where question – the setting. For setting, I found some great picture books that have a very descriptive and easy to identify setting to start with. I’m teaching mainly ELL students so I didn’t want to confuse them with too many settings. Even though the setting was semi-easy to identify I still wanted my kids to use text evidence to back up their setting choice. To show text evidence, I used a brace map (thinking maps) and then also had students write a sentence response.
The first story – Library Mouse we read whole group and discussed the setting and evidence together.
The second story – Gingerbread Cowboy – we read whole group, discussed, and completed a class brace map together.
For the last story, for now, I used The Tickly Octopus. Now, I thought this would be a good one to see what kids could do independently on their own, but they struggled a bit. I’m not sure if it was because of being ELL or just not having a lot of background knowledge, but kids had a hard time saying the setting was the ocean or the sea and they had difficulty coming up with evidence – fish, water, sand, octopus, coral, etc. But, we move forward and will come back to setting again to re-teach as necessary. Below are a few samples of student work and the chart we filled out after they completed their student work.