This packet contains 2 weeks of supplemental resources to teach an ELA unit focusing on nutrition and the human body. This is part one in a three part series.
Activities are not exclusive to any text but I will use the following books with this unit:
Gregory, the Terrible Eater by Mitchell Sharmat
My Mom Loves Me More than Sushi by Filomena Gomes
All games, centers and activities are aligned to the 2nd grade CCSS. Check out the preview to get a sneak peek!
Page 1: Title Page
Page 2: Product Description
Page 3: CCSS Addressed
Page 4: Table of Contents
Page 5-17: Vocabulary Show and Tell Center (2 sets of vocabulary cards included)
Page 18-20: Poetry Center (2 original poems included)
Page 21-25: One Minute Read Center (Fruits and Vegetables)
Page 26-27: One Minute Read Comprehension Questions
Page 28-29: Gregory the Terrible Eater Comprehension Questions (You will need the book to complete these questions)
Page 30-32: Food Critic Center with recording sheet (expanding sentences)
Page 33-40: Fruit Stand Sort Center with recording sheet (distinguishing long/short vowels)
Page 41-45: Delicious Descriptions Center with recording sheet (describing foods)
Page 46-48: Create a Glossary Center (two sets of words included)
Page 49-56: Prefix-O Card Game (decoding words with prefixes)
Page 58: Credits
Common Core Standards Addressed:
L 2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
RF 2.4 Read with sufficient accuracy and fluency to support comprehension.
RF 2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.
L 2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
SL 2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
RL 2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
L 2.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy)
RI 2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
*If you have any questions, please ask BEFORE purchasing, thanks!*