Reading News March 2017

Grade 2

Big image

What I have learned this year.......

As we ended the second trimester of the year, students took a moment to reflect on what they have learned so far in second grade. They are excited by all they know and are actively trying to apply strategies/vowel patterns independently while reading. We are looking forward to finishing the year strong and adding new learning to our list!


Students are doing a super job learning vowel patterns. Students understand that a vowel pattern is the clue a reader needs to decode an unknown word! As you can see from the chart above, students have been taught strategies to decode unknown words. The strategies that you can ask your child to use are: look for the vowel pattern, try to sound it out, cover word endings, and break the word into chunks. If those strategies don't work, they can skip the word and read to the end of the sentence. Sometimes the context of the text will help them determine the unknown word. It is so rewarding to see a child decode a word they don't think they can!

Students have been learning vowel team talker, long vowel, patterns. When two vowels go walking the first one does the talking! While reading, students should not separate vowel sounds that are right next to each other, such as, ai, ay, ee, ea, igh, ie, oa, oe, ow.

R-controlled vowel patterns will be the focus starting in April. Students will learn that a bossy r will control the sound a vowel makes.

Vowel Team Talkers

Between the Lions: "When Two Vowels Go Walking"

R- controlled Vowel Patterns

Controlling r Song - Preschool Prep Company

Guided Reading Lessons

Students have been reading fiction text and discussing how characters respond to major events and challenges. Students have been thinking about how a character feels throughout the twists and turns of a story. At this time in second grade, your child should be able to read a fiction text at his/her level, and retell the story events to you. We will be revisiting fiction texts again in May/June.

In March and April, students will be re-visiting informational text. The focus will be to review text features that were learned back in November and then identify what the main idea of the text is and why the author wrote about the topic. Students may also read more than one book about a topic to compare and contrast the information learned in the two books. Once your child is comfortable identifying the main idea of an informational text, we will focus on the details that support the main idea.

Nightly Reading

Please be sure that your child is reading nightly! It is critical to continued success!

Just a reminder that your child is lucky to have access to RAZ kids and Headsprout - an online resource for books at your child's level as well as phonics and comprehension support. If you need help logging onto Reading a-z please let us know.

Sight Words

Although most students have a large sight word vocabulary, practice is still necessary. Sight words account for a large percentage of any text read. The stronger the students are at accurately and automatically reading sight words, the stronger their comprehension will be. Attached are some sight word websites to encourage practice at home.

A sight word phrase slide show is also attached. Your child should be able to read the sight word phrase before the next slide plays. Next month I will attach another sight word phrase slide show!

March Seuss-tastic Reading Challenge

Hopefully your child has been reading nightly throughout the month of March. Please return the Seuss-tastic Reading Challenge sheet on Friday, March 31st.


We are so proud of the amount of students who are reading over the school breaks. Please continue this during April vacation! All students are rewarded with a CARES star and special reading treat! Reading research shows that students who read daily make greater reading progress. Let's have 100% participation in reading each day April 14- 24.


Reading fluently can sometimes be overlooked by students. They work so hard to decode unknown words that they forget to think about the meaning of the text. Reading fluently means that students are reading words accurately and automatically, as well as using expression. Don't let your child confuse automatically with reading 'quickly'. Students should be pausing at punctuation and reading words in phrases rather than one by one. Practice makes perfect!
Big image
Big image
Please check the weekly listserv for reading week and vacation reading information!