2nd Grade: October 2019-2020

 Second Grade: Welcome to October!

Welcome to October!

Poetry:  Chant the poems daily and continue adding new KMPs throughout the month. “It’s October” offers so many sounds for your focus. 

Language Calendar (LC):  Think aloud as you write. The routine provides a practice that allows students to observe you- a competent writer! Plus, the LC allows you present or revisit standards authentically.

Vowel House (VH): Take time daily to clap out and segment words from the weekly poem, word bank, and the LC. Identify the vowel, use the KMP, and put the word in the VH. Use the KMP to anchor the hearing of short and long sounds, long vowels and blends.

Have a great month!

Terry Kindervater, Ph.D.
Educator & Founder of Phonics in Motion

KMPs

Monthly poem - start simple and add additional KMPs as the month progresses!

Watch Demonstration Video

It’s October

To the tune of Frere Jacques:

It’s October,
It’s October,
Fall is here,
Fall is here.
Colored leaves and cool days.
Pumpkins, bats, and corn maze.
Fall is here,
Fall is here.

Poem by Phonics in Motion team

Optional Review

/ŏ/; /o͞o/; /ĭ/

Optional Exposure

/er/; /or/

Poem Demonstration Video

Weekly Poem

Watch Demonstration Video

In Autumn

They’re coming down in showers,
The leaves all gold and red;
They’re covering the little flowers,
And tucking them in bed
They’ve spread a fairy carpet
All up and down the street;
And when we skip along to school,
they rustle ‘neath our feet.

Poem by Winifred C. Marshall

Optional Review

/ă/, /ĕ/, /ĭ/, /ŭ/
/o͞o/

Optional Exposure

/er/; /ou/

Weekly Poem

Watch Demonstration Video

Raking Leaves

I raked the leaves on our front lawn;
It took all afternoon.
I started at ‘round half past one
And said, “I’ll be done soon.”

But once I saw how more leaves fell
Each time I made a pile
I quickly saw this outdoor chore
Was going to take awhile.

And so I did what my dad said
A winner does to win:
I studied that great pile of leaves,
And then I jumped right in.

Poem by Barbara Vance

Optional Review

/ă/; /ĕ/, /ĭ/, /ŏ/, /ŭ/
/ā/; /ī/; /o͞o/

Optional Exposure

/qu/

Weekly Poem

Watch Demonstration Video

Pumpkins, Pumpkins

Pumpkins, pumpkins
All around
Big and small
Oval and round

Picking a pumpkin
Is so much fun,
But how can I
Choose just one.

I search the patch
From left to right,
Under stems and leaves
Tucked in tight

What is this
That I spy,
From the corner
Of my eye.

Just the right size
Nice and round,
The perfect pumpkin
I have found.

Poem by TheTeachersGuide

Optional Review

/ŭ/; /er/
/ī/; /o͞o/

Optional Exposure

/ou/; /ī/ (right)

Weekly Poem

Watch Demonstration Video

On Halloween

We mask our faces
and wear strange hats
and moan like witches
and screech like cats
and jump like goblins
and thump like elves
and almost manage
to scare ourselves.

Poem by Aileen Fisher

Optional Review

/ch/
/ă/; /ĭ/; /ŏ/ 
/ā/; /ī/; /ō/

Optional Exposure

/th/
Blends: /sc/; /sk/; /str/; /scr/

Visit the KMP Video Library

The Language Calendar

Daily...

  • Illustrate each entry with a picture to match the text.
  • Clap a short word (one syllable) and a long word (2 or more syllables).
  • Stretch out a word on the arm. Say it slowly.
  • Draw a box around a sight word.

Throughout The Month

  • Count the words after you write.
  • Use entries that correlate with ELA Standards (character, setting).
  • Include non-fiction entries (Native Americans built different types of homes.) They used materials from their environment.

Example of Entries

  • We listened to the book, Stellaluna. Then, we made bats. Finally, we   flew the bats around the classroom.

Activities

  • Listen to the story of Stellaluna.
  • Cut out wings and a circle for a head from black paper.
  • Glue the parts to craft stick.
  • Add details with chalk.
  • Fly bats around the room.
  • Journal about bats and label the parts.
  • Model writing directions for making a bat. Use the words, First, Next, Then, Last.
  • Journal: Write directions for making a bat.

Example for CAP Focus

  • KMPs: /ou/, /00/
  • Clap, segment, and blend around,  flew. 
  • Find the VH window (/u/) for  the a spelling at the end of Stellaluna.
  • Compound word: classroom (class|room).
  • Sight word: them
  • Giving directions.

Example of Entries

  • Autumn is another name for Fall. The leaves on the trees are red, yellow, orange, and brown. They will begin to fall to the ground soon.

Activities

  • Gather leaves on the playground to create a leaf rubbings.
  • Journal: Write about the colorful leaves on the trees or another seasonal change.
  • Create fall leaf creatures.  Write a character description.
  • Journal about giving directions to make a leaf rubbing.

Example for CAP Focus

  • Blend /tr/, /br/, /gr/.
  • Review commas in a list of objects. 
  • Count the number of sentences.  
  • Clap long words: autumn, another, hello.
  • Sight words: yellow, orange, brown, begin.

Example of Entries

  • In Science, we learned that the moon travels around the earth and that the earth travels around the sun. Astronauts and space shuttles help us learn more about space.

Activities

  • Draw a picture of the Sun, the Earth, and the Moon using a model from the website.
  • Draw the rotation circles and write sentences about the way the earth and moon move.

Example for CAP Focus

  • Words with the spelling of ‘a’, but /ŭ/ sound.
  •  -ed, /s/  endings.
  • Clap out the words: around, about, another, above, again.  Identify the ‘a’ as the single letter in the syllable. Place the a as another spelling on the /ŭ/ window of the Vowel House.
  • Review /ou/.
  • “Ce” Story (C thinks she’s cute til ‘e’ comes around; then it says S-S-S-S-S).
  • Sight words: around, about, our.

Example of Entries

  • We worked together on writing a summary of a story. It was fun!

Activities

  • Listen to the book, Happy Birthday Moon.
  • Meet in small groups to summarize: Somebody wanted, But, So, Then. (Some students complete independently.)
  • Journal:  Write about two favorite parts of the story.

Example for CAP Focus

  • KMPs: /ing/
  • Review /ing/ ending.
  • Identifying characters, problem, and solution).
  • Sight Words: worked, was, together.

Example of Entries

  • We learned interesting facts about bats.

Activities

  • Watch 3 Fun Facts about Bats!
  • Model writing a paragraph about bats. Include topic sentence, 2 details, and I think ending (I think bats are interesting animals).
  • Journal:  Over two days, write a paragraph about Facts about Bats. Illustrate.

Example for CAP Focus

  • KMP: /ou/
  • Listen for ending blend:  __ct (fact)
  • Clap interesting (long word)
  • Clap learned (short word)
  • Past tense marker: _ed in learned
  • Sight words: we, learned, about

Example of Entries

  • What is your favorite subject in school? In school, we study Math, Reading, Science, and Social Studies. We work with other teachers for Gym, Music, Art, and Technology. Each of us has our own opinion on what is the best!

Activities

  • Journal about their favorite school subject and include 2 detail sentences about why they like that subject  best. Start with I think.
  • Model it using a writing hook by beginning with a question.
  • Students share entries with a partner.

Example for CAP Focus

  • Capitalize proper nouns.
  • Review number of sentences.
  • Introduce question: meaning and voice inflection when reading a question.
  • Review question words to add details to a sentence.
  • Sight words: school, work, other.

Example of Entries

  • Our teacher read The Paperboy by Dav Pilkey. We visualized the early morning and drew pictures to show what we were seeing in our minds.

Activities

  • Read the book, or watch video of The Paperboy by Dav Pilkey.
  • Draw a picture of a favorite part of the early morning from the book. Use 3 adjectives to describe the scene.
  • Pair students to share their visualizations.

Example for CAP Focus

  • Compound word: paperboy.
  • Contrast /ea/ in teacher and read.
  • Review /ing/.
  • Take the /ea/ words to the vowel house.
  • Sight words: drew, what. 

The Vowel house

Introduction of the Vowel House

The name of each window is the sound, represented with the KMP. Remember to ask, “What do you hear?” The student’s answer is the sound of the vowel in the window, represented by the KMP.

Routine: Pick a few words from a  poem or from the Word Bank daily. Identify the vowel sound and place the word in the VH.

Focus on a particular vowel each week. It might be the same sound with different spellings, or two different sounds (/ă/__ and /ee/ spellings. For example, while chanting “Autumn”, do the KPMs for all /ee/ words-leaves, street, feet and we. Then, have children sort the words by their spellings.

Throughout The Week

  • Sing “Apples and Bananas” Daily.
  • Whole Group: Sort lists with 2 different rimes (_at/_ap).
  • Independent Work: Individual sorts with particular vowel focus from Scope and Sequence. (See sample sheets Masters 2 and 3, VH Section in the manual.)
  • Individual word hunts for the focused sound (Language Calendar, Reading, Poems, Journals).

Throughout The Month

  • Review and expose children to various vowels appropriate to need (one child might be listening for the /oi/ sound while another needs to review /ă/).
  • Remember to ask, “What do you hear?” and “Show me!” (asking for the KMP).
  • Model the integration of vowels into natural language:
    • Point out sounds in poems.
    • Highlight a similarity or difference in vowel sounds while writing on Language Calendar.
    • Use KMPs continually (/ŏ/ and /ō/ in October: (Some children need to be guided to make connections across the curriculum.) Make it real!

October

Notes

Weekly Vowel Focus

  • Begin with introducing each of the VH windows with the song, “Apples and Bananas.”
  • PLAY! (The singing and games can be part of the Morning Meeting.)
  • Do this activity daily. It’s a great way to change vowel sounds and experience the impact of the vowel. And, it’s fun!
  •  Make sure the children know the names and KMPs for the windows. Many will confuse the short and long markings, indicating that they’re not noticing the associated patterns, such as the final /e/.
  • Stretch out 3-5 words daily.
  • Segment them into component sounds.
  • Link the final consonant to the final line marking in the VH.
  • Write word families in a house (Master 12, VH Section).
  • Make sure you have children draw the window and the spelling at the top exactly as it is displayed on the VH.
  • Review the sounds by asking, “What’s the name of this window?”
  • The Sound and the KMP combine to note the NAME of the window.
  • Use Masters 2, 3 and 4 to compare vowels and various rimes (an, _ap, _at) it is displayed on the VH.
  • As you sing the song, you will change the /ă/ sound in apples and the 3 vowel sounds in ba/na/nas to the sound represented by the window in the Vowel House.
  • Continue to change the vowel sounds in the song to the corresponding window as you continue to sing.
  • If you’re pointing to the long a /a_ e/ window, you sill sing, “I like to ate, ate, ate ay-ples and bay/nay/nays.”
  • If you are pointing to the VH window /_a_/, then you’d sing, “I like to at, at, at, apples and b/a/- b/a/- n/a/s (each vowel is a /ă/ sound.) Make sure you do the /ă/ KMP each time it appears in the word.
  • When you sing, “I love to it, oit, out…oilples and boi-noi-nois,” the children are tickled!

VOWEL HOUSE SCOPE AND SEQUENCE

WEEK 8

Compare /ŏ/ vs. /ō_e/

Word Bank:

mom, mop, lock, clock, stop, box, rock, knock

 nose, note, vote, wrote, note, close

WEEK 9

Compare /ĕ/ vs. /ee/

Word Bank:

ten, men, net, when, west, test, chest, rent, zest

see, week, heel, between, cheek, need, seed, queen, screen, spree

WEEK 10

Alternate spelling for /ŭ/. Spelling: lLetter 'a' sounds like /ŭ/.

Word Bank:

about, above, again, around, another, against

5 WEEK FOCUS

PREFIX: /un/ - not

Word Bank:

undo, untie, unbelievable

WEEK 11

Compare /o͝o/ and /o͞o/

Word Bank:

look, shook, crook, school, spool, soon, noon, boom, room

WEEK 12

Alternate spelling for the sound of /ā/: /_a__e/. Spelling: /ay/

Word Bank:

clay, day, play, May, may, stray, anyway, stay

Monthly Tip for Engaging Parents

Dear Family,

Your child is using Phonics in Motion at school to develop the ability to hear sounds in words. Each sound has a motion or a KMP.  The program brings movement and fun into learning. 

Here is a poem from school for you to practice.

It’s October
(To the tune of Frere Jacques)

It’s October,
It’s October,
Fall is here,
Fall is here.
Colored leaves and cool days.
Pumpkins, bats, and corn maze.
Fall is here,
Fall is here.  
~Poem by Phonics in Motion Team

The following tips will support your child’s learning:

  • Talk about which words to put together to make phrases. Put a slash mark to show when to take a breath.
  • Practice reading the poem with a different voice: cowboy, an angry person, a musician. 
  • Find the words that rhyme. 
  • Illustrate the poem.  Include 3 details from the poem in the drawing.

Over the month, try these activities:

  • Have your child demonstrate the KMP (motion) for the sounds at the beginning, middle, and end of short words. 
  • Draw a box around the sight word, here.  Point out  the -ed ending in colored.
  • Write 3 sentences to summarize the poem. Write the main idea, a detail or two, and an ending.

 

Have a great month!
The Phonics in Motion team
email: support@phonicsinmotion.com

 

Parent Letter 2nd Grade (Oct. 2019)

Helpful Links

Learning Center & Downloadable Materials KMP Video Library PIM Tools Organized By KMP Animations Distance Learning Supported Videos

Downloadable Resources From This Month's Literacy Routine

Engaging Parents

Parent Letter 2nd Grade (Oct. 2019)

Additional Resources

Handwriting Stories_table

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