Student Name:______________________

2nd Grade ELD Homework- Ms. Dobler’s Class

Dear 2nd Grade ELL Student:

Thank you for taking the time to work on these assignments. I hope

you enjoy going over the work we did in Unit 2.

Attached you will find:

• Two key points of reading selections we read in class. Please

read both passages and work on the tasks connected to the

them.

• Two fluency sheets from these passages to improve your

fluency. Time yourself 3-5 times and try to read the passage in a

minute or less. Focus on fluency, expression, and intonation.

Track how your fluency improves with practice.

• 1 vocabulary sheet from both, parts 1 and 2 of the unit. Write

sentences of your own using these words. Select 7 words from

each set. (14 sentences in all). Focus on capitalization,

punctuation, spelling, and overall quality of sentence.

• Phonics and Sight Word worksheets for additional practice

(these are optional).

Keep everyone at home, including yourself healthy,

Ms. Dobler

Student Name:______________________

Tareas de ELD para 2er Grado- Clase de Ms. Dobler

Estimado Estudiante,

Gracias por tomarte el tiempo de trabajar en estas asignaciones.

Espero disfrutes el revisar el trabajo que hicimos en la unidad 2.

Adjunto vas a encontrar:

• 2 puntos principales de las lecturas que leímos en la unidad 2.

Por favor lée los dos pasajes y trabaja en las tareas conectadas

con ellos.

• 2 prácticas de fluidez conectadas a estas lecturas para mejorar tu

fluidez de lectura. Tómate el tiempo y trata de leer cada pasaje

en un minuto o menos. Enfócate en fluidez, expresión y

entonación. Anota cómo mejora tu fluidez con la práctica.

• 1 hoja con vocabulario de las partes 1 y 2 de la unidad. Créa

oraciones con estas palabras. Selecciona 7 palabras de cada

parte (14 en total) Enfócate en correctas letras mayúsculas,

puntuación, deletreo, y calidad de tu oración en general.

• Hojas de trabajo de Fonética y Sight Word para práctica

adicional (estas son opcionales).

Manten a todos en tu hogar, incluyéndote a ti mismo sano,

Ms. Dobler

Student Name:______________________

Read both passages from this unit. Then, complete the

following 3 tasks:

Read: Twilight Hunt and Living Lights

After reading the passages:

Task 1: Twilight Hunt: Retell/rewrite this story using your own words.

Use the attached practice sheet to complete this task.

In the beginning, …..

In the middle, ….

In the end, …..

Task 2: Living Lights: Animals use light in many ways. In your own

words, write about an animal that uses light. What does the animal

use light to do? Write a sentence (or more) and draw a picture.

Your 1st sentence should look like:

__________________ use light to ________________.

Task 3: Twilight Hunt and Living Lights:

In both stories, we learn about animals that protect themselves from

predators. Identify which animals are the prey in each story. Then

answer: How do each of the prey animals protect themselves? How

does this help them survive? Explain why. Please answer each

question. Use a separate sheet to complete this task.

Your response to task 3 should look like this (Please use a separate

sheet to write and add your ideas). When you are done, draw an

illustration with captions about your response.

Student Name:______________________

Both Twilight Hunt and Living Lights have different types of prey

animals. One animal protected itself by_______________, while

another ____________. This helps them survive because___________.

Student Name:______________________

Lea ambos pasajes de esta unidad. Luego, complete las

siguientes 3 tareas:

Leer: Twilight Hunt y Living Lights

Después de leer los pasajes:

Tarea 1: Twilight Hunt: Vuelve a contar / reescribe esta historia

usando tus propias palabras. Use la hoja de práctica adjunta para

completar esta tarea.

Primero, …..

Luego, …..

Último, …..

Tarea 2: Living Lights: Los animales usan la luz de muchas maneras. En

tus propias palabras, escribe sobre un animal que usa luz. ¿Para qué

usa la luz el animal? Escribe una oración (o más) y dibuja un dibujo.

Su primera oración debería verse así:

__________________ use la luz para_______________.

Tarea 3: Twilight Hunt y Living Lights:

En ambas historias, aprendemos sobre animales que se protegen de los

depredadores. Identifica qué animales son la presa en cada historia.

Luego responda: ¿Cómo se protegen cada una de las presas? ¿Cómo

les ayuda esto a sobrevivir? Explicar por qué. Por favor conteste cada

pregunta. Use una hoja separada para completar esta tarea.

Su respuesta a la tarea 3 debería tener este aspecto (utilice una hoja

separada para escribir y agregar sus ideas). Cuando haya terminado,

dibuje una ilustración con subtítulos sobre su respuesta.

Student Name:______________________

Tanto Twilight Hunt como Living Lights tienen diferentes tipos de

animales de presa. Un animal se protegió por_______________,

mientras que otro ____________. Esto les ayuda a sobrevivir

porque___________.

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Key Points Reading

Twilight HuntThe Screech Owl’s babies are hungry.

It begins to hunt for food.

It looks for movements and listens for

sounds. It sees many creatures, but it cannot

catch them.

Finally, it catches a Luna Moth. A Great

Horned Owl is watching the Screech Owl.

The Screech Owl hides in a tree. It waits.

Then it takes the food home to its babies.

For use with TE p. T76 Unit 2 | Staying Alive2.4

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PM2p4_09901_PM.indd 3 04/02/16 1:21 PM

Name Date

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2.7

Fluency: Expression

Expression is how you use your voice to express feelings to practice reading fluently with correct expression.

Twilight HuntSensing danger, the Screech Owl swoops to land.

With feathers pulled tight, the

Screech Owl has disappeared.

So, the Great Horned Owl flies on.

8

13

17

24

Fluency: Expression

B Does not change read with feeling A Reads with appropriate feeling for most content.

I Reads with some feeling, but does not match content AH Read with appropriate feeling for all content.

Accuracy and Rate Formula

Use the formula to measure a reader’s accuracy and rate while reading aloud.

words attempted in one minute

–

number of errors

=

words corrected per minute (wcpm)

For use with TE p. T91 Unit 2 | Staying Alive

PM2p7_09901_PM.indd 2 04/02/16 1:21 PM

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For use with TE p. T108 Unit 2 | Staying Alive2.13

Key Points Reading

Living LightsLiving things use light to survive. Some

mushrooms use light to attract insects.

The insects spread the mushroom spores.

A spore is like a seed.

Animals use light to catch other

animals. Glowworms use light to catch

insects in their sticky threads. Then they

eat the insects.

Insects use light to send messages.

Fireflies flash lights to find each other.

Ocean animals use light to escape from

predators. Bioluminescent animals are

hard to see in bright water.

3

4

2

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PM2p13_09901_PM.indd 246 04/02/16 1:22 PM

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For use with TE p. T121c Unit 2 | Staying Alive2.16

Fluency: Phrasing

Use this passage to practice reading fluently with correct phrasing.

Living LightsSometimes insects carry spores to new places.

Light attracts insects.

When they land on the glowing mushrooms,

some spores might stick to them.

When the insects leave, so do the spores!

7

10

17

23

31

Fluency: Phrasing

B Rarely pauses while reading the text. A Frequently pauses at appropriate points in the text.

I Occasionally pauses while reading the text. AH Consistently pauses at all appropriate points in the text.

Accuracy and Rate Formula

Use the formula below to measure a reader’s accuracy and rate while reading aloud.

words attempted in one minute

–number of errors

=words correct per minute

(wcpm)

PM2p16_09901_PM.indd 3 04/02/16 1:22 PM

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2.6

Use your Beginning-Middle-End chart to tell your partner about “Twilight Hunt.”

Reread and Retell: Beginning-Middle-End Chart

Twilight HuntMake a Beginning-Middle-End Chart to show the plot of “Twilight Hunt.”

For use with TE p. T91c Unit 2 | Staying Alive

Beginning:

Middle:

End:

Screech Owl goes on a hunt. She must find food for her babies.

PM2p6_09901_PM.indd 1 04/02/16 1:21 PM

Semanas 3 y 4

Semanas 1 y 2

Nuevas Palabras

© NGSP & HB

Aprenda y juegue con palabras. NGReach.com

New Words in Spanish

REACH Nivel C | Unidad 2

adaptation adaptación

animals animales

color color

defend defender

habitat hábitat

hide esconder

insects insectos

safe seguro

shape forma

size tamaño

survive sobrevivir

attack atacar

attract atraer

features características

food alimento

message mensaje

predators depredadores

prey presa

recognize reconocer

seem parecer

shelter refugio

water agua

Directions: Review the contractions in the box. Then have children read the first sentence in the pair and point to the underlined words. Help them write the contraction for the underlined words on each line.

Name Date

2.17

© N

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& H

B

For use with TE p. T139 Unit 2 | Staying Alive

Phonics

Contractions

1. You can see that he is sick.

You can see that sick.

2. You can see that she is not sick.

You can see that not sick.

3. Do you think it is fun to be sick?

Do you think fun to be sick?

4. You can not be with your pals.

You be with your pals.

5. You do not have much fun.

You have much fun.

she +is =she’s

can+not=can’t

K5ESL_PHG2U2_PB_pp2.1-2.24_FPP.indd 18 2/25/10 11:25:17 AM

Learning about Verbs with “ing”

Add “ing” to the verbs so that they describe the continuing actions in the following sentences. Sometimes you may have to leave off the “e” on the end of the verb before you add the “ing.”

1. I am __________________ for the bus with my friend.

2. My cousin is __________________ for the airport in an hour.

3. My mom is __________________ my favorite song.

4. He is __________________ a surprise birthday party for his father.

5. Our class is __________________ a book drive.

6. My brother is __________________ to find his sweater.

7. The girl is __________________ a picture.

8. Do you need help __________________ your room?

9. The children are __________________ a fun game.

10. They are ___________________ a tree house.

11. My teacher is ___________________ our tests right now.

You’ve probably seen a lot of verbs with “ing” at the end. Verbs are action words and a verb ending with “ing” is one that is used to talk about an ongoing action. Here is an example:

My friend Kitty is reading a story about a princessand a frog.

wait

leave

sing

throw

organize

try

draw

clean

play

build

grade

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