Activities & Curricular Connections 3

To start off every morning, this grade two class completes “morning work.” Morning work consists of a worksheet that covers both numeracy and literacy topics. As you can see, this sheet requires students to notice the weather, figure out the plural version of a word, mix mistakes in a sentence, count base ten blocks and much more.

Math

Curricular competencies: Develop mental math strategies (the add and subtract portion) and Communicate concretely, pictorially, symbolically, and by using spoken or written language to express, describe, explain, justify, and apply mathematical ideas.

Content: Understanding the relationship between digit places and their value (“write in expanded form”), addition and subtraction, and more.

ELA

Curricular competencies: Engage actively as listeners, viewers, and readers. After students complete this sheet, they go over it as a class and students are allowed to exchange ideas and perspectives

Content: Conventions, common practices in punctuation and capitalization.

After they have gone over morning work, they gather on the carpet and fill out this board. The underlined letters were not initially filled out. The special helper got to call on friends to come fill in the blanks.

This connects to the big idea: Through listening and speaking, we connect with others and share our world.

With Saint Patrick’s Day right around the corner, it was only fitting to read a book about luck! This book is about a clever woman named Fiona who outsmarts the leprechaun king to restore luck to the land of Ireland. The teacher of this class read the book out loud to the students and then had the students complete a writing activity that went along with the story.

While we ran out of time, I was still able to take a look at the sheet the teacher had intended the students to fill out. It required the students to write about and draw what they would do with some “leprechaun luck.”

Curricular Competencies: Use sources of information and prior knowledge (what do they already know about luck?), engage actively as listeners, viewers, and readers (how well did they listen during the reading of the story?)

Content: Metacognitive strategies: talking and thinking about learning (what did they take away from the story to help them complete the worksheet?), letter formation: legible printing with spacing between words.