Make TWOS Day (2-22) a fun filled day all about the number TWO in your literacy block. These literacy centers are a creative way to celebrate the number two without including math skills!
These centers were created as independent activities to use during your literacy block for February 22nd. However, if these skills aren’t familiar with your learners you can use them in small groups throughout the week.
Here is what you’ll get:
-Compound Word Match
-Double Vowel Word Match
-Consonant Blend Match
-Double Letters in Get Epic
**Each literacy center includes a printable to use for assessments.
These centers are easy to prep! Just print, laminate and store for year after year use!
What Teachers Are Saying:
⭐⭐⭐⭐⭐ “What a great resource to practice and review necessary skills on such a fun day! My students loved using some of the activities in a station format. I will plan to use the activities again for sure. I appreciated this resource! Thank you!”
⭐⭐⭐⭐⭐ “My students had so much fun working with this resource. It made a special day very memorable!” -Laurie S.
– Coffee Shop Poetry for Second Grade
Know spelling-sound correspondences for additional common vowel teams.
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).
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.
Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
The student expects to: identify, use, and explain the meaning of antonyms, synonyms, idioms, and homographs in context.
The student expects to: demonstrate and apply phonetic knowledge by: decoding compound words, contractions, and common abbreviations.
The student expects to: demonstrate and apply spelling knowledge by: spelling compound words, contractions, and common abbreviations.
The student expects to: demonstrate and apply spelling knowledge by: spelling one-syllable and multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables.
The student expects to: demonstrate and apply phonetic knowledge by: decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables.
The student expects to: demonstrate and apply phonetic knowledge by: decoding words with short, long, or variant vowels, trigraphs, and blends.
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