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Acrostic Poems: All About Me and My Favorite Things

Classroom Resource Information

Title:

Acrostic Poems: All About Me and My Favorite Things

URL:

http://readwritethink.org/classroom-resources/lesson-plans/acrostic-poems-about-favorite-309.html

Content Source:

ReadWriteThink

Type:

Lesson/Unit Plan

Overview:

In this classroom resource, students write free-verse acrostic poems about themselves using the letters of their names to begin each line. They then write an additional acrostic poem about something that is important to them. After proofreading, both poems are recopied or typed and illustrated and then mounted on construction paper for display. Several opportunities for sharing and peer review are incorporated. Acrostic poem interactive and ABC word list included in this resource.

Content Standard(s):

English Language Arts ELA2021 (2021) Grade: 1	R5. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres. Unpacked Content Teacher Vocabulary: R5. Writing process Plan Draft Revise Edit Publish Genres Knowledge: R5. Students know: The writing process steps are to plan, draft, revise, edit, and publish. Various genres of writing. Skills: R5. Students are able to: Plan writings in various genres. Draft writings in various genres. Revise writings in various genres. Edit writings in various genres. Publish writings in various genres. Understanding: R5. Students understand that: The writing process is a set of steps that make writing easier. There are different categories, or genres, of writing that can be used for different purposes.
English Language Arts ELA2021 (2021) Grade: 1	30. Write legibly, using proper pencil grip. a. Print upper and lowercase letters fluently, using proper approach strokes, letter formation, and line placement. b. Print first and last names using proper letter formation, capitalization, and punctuation. Examples: De'Andre McGill, Kim Mi-Sun, Juan de Jesus, Janie Parker c. Use lower case letters in the majority of written work, using capitals only when appropriate. d. Write letters of the English alphabet in alphabetical order from memory. Unpacked Content Teacher Vocabulary: 30. Legibly Proper pencil grip 30a. Uppercase letters Lowercase letters Fluently Proper approach strokes Proper letter formation Proper line placement 30b. Print First names Last names Proper letter formation Capitalization Punctuation 30c. Lowercase letters Majority Written work Capitals Appropriate 30d. Letters English alphabet Alphabetical order Memory Knowledge: 30. Students know: Proper pencil grip. Legible letter formation. 30a. Approach strokes for upper- and lowercase letters. Proper upper- and lowercase letter formation. Line placement for upper- and lowercase letters. 30b. First and last names are capitalized. Some first and last names have punctuation marks. 30c. Capitalization rules. 30d. Letters of the Alphabet. How to write each letter of the English alphabet. Alphabetical order. Skills: 30. Students are able to: Write legibly. Use proper pencil grip. 30a. Print upper- and lowercase letters fluently. Use correct approach strokes to form upper- and lowercase letters. Place upper- and lowercase letters correctly on a line. 30b. Identify first and last names. Write first and last names using proper letter formation. Capitalize appropriate letters in first and last names, such as Juan de Jesus or Janie Parker. Punctuate first and last names when appropriate, such as De'Andre McGill or Kim Mi-Sun. 30c. Use capital and lowercase letters correctly when writing. 30d. Write letters of the alphabet in alphabetical order from memory. Understanding: 30. Students understand that: Proper pencil grip aids in writing legibly. Writing legibly is required for clear written communication. 30a. Legible handwriting requires an approach stroke on the correct line and proper letter formation. 30b. Each person has a first and last name. All names are proper nouns and should begin with a capital letter. Some names use punctuation marks. 30c. Lowercase letters are used the majority of the time in written work, and there are specific capitalization rules to follow. 30d. The English alphabet has a particular order.
English Language Arts ELA2021 (2021) Grade: 1	32. Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level. a. Identify the required features of a sentence, including capitalization of the first word and end punctuation. b. Transcribe spoken words to demonstrate that print represents oral language. c. Compose a simple sentence, including a subject and a predicate, that expresses a complete thought. d. With prompting and support, identify the role or purpose of a noun, verb, and adjective within a sentence and describe the type of the information it conveys. e. Write the correct number of words, with proper spacing, for a spoken phrase or sentence. f. Begin each sentence with a capital letter. g. Capitalize the pronoun I and names of individuals. h. Use commas in dates and words in a series. i. With prompting and support, recognize, name, and correctly use end punctuation, utilizing appropriate academic vocabulary. Example: period for declarative sentences, question mark for interrogative sentences, exclamation mark for exclamatory sentences Unpacked Content Teacher Vocabulary: 32. Rules of standard English grammar Punctuation rules Capitalization rules Spelling rules 32a. Identify Required features of a sentence Capitalization End punctuation 32b. Transcribe Spoken words Demonstrate Print Oral language 32c. Simple sentence Subject Predicate Complete thought 32d. Identify Role Purpose Noun Verb Adjective Sentence Describe Information 32e. Correct number of words Proper spacing Spoken phrase Sentence 32f. Begin Sentence Capital letter 32g. Capitalize Pronoun I Names of individuals 32h. Commas Dates Words in a series 32i. Recognize Name End punctuation Appropriate academic vocabulary Prompting Support Knowledge: 32. Students know: The rules of standard English grammar, punctuation, capitalization, and spelling appropriate to the first grade level. 32a. The required features of a sentence. 32b. Words that are spoken orally can be written using printed letters. 32c. The features of a simple sentence. The purpose of a subject and a predicate in a complete sentence. 32d. Role or purpose of a noun, verb, and adjective within a sentence. The type of information nouns, verbs, and adjectives convey. 32e. Spoken phrases or sentences are composed of words that must be spaced properly when writing. 32f. Sentences begin with a capital letter. 32g. The pronoun I and names of individuals are capitalized. 32h. Commas should be used in dates and in a series of words. 32i. Types of end punctuation. When to use end punctuation. Academic vocabulary to describe the correct use of end punctuation. Skills: 32. Students are able to: Use proper grammar, punctuation, capitalization, and spelling by following the rules of standard English. 32a. Identify the features of a sentence including, capitalization of the first word and end punctuation. 32b. Write spoken words. 32c. Combine a subject and predicate to compose a simple sentence that expresses a complete thought. 32d. Identify the role or purpose of a noun, verb, and adjective in a sentence. Describe the type of information a noun, verb, and adjective provide in a sentence. 32e. Count the number of spoken words in a spoken phrase or sentence. Write the correct number of words for a spoken phrase or sentence with proper spacing between each word. 32f. Use a capital letter to begin each sentence. 32g. Capitalize the pronoun I and names of individuals when writing. 32h. Identify a list of three or more items. Identify dates. Correctly use commas in dates and in a series (list) of three or more words. 32i. With prompting and support, Recognize, name, and correctly use end punctuation. Utilize appropriate academic vocabulary when using end punctuation, such as period for declarative sentences, question mark for interrogative sentences, exclamation mark for exclamatory sentences. Understanding: 32. Students understand that: Using standard English grammar, punctuation, capitalization, and spelling in their writing will help them clearly communicate with a variety of audiences. 32a. A sentence begins with a capital letter and ends with punctuation while expressing a complete thought. 32b. Print represents oral language. 32c. To express a complete thought, a simple sentence must contain a subject and a predicate. 32d. Nouns, verbs, and adjectives are parts of speech. Nouns identify people, places, things, or ideas in a sentence. Verbs are action words that tell what a noun does in the sentence. Adjectives are words that describe attributes of a noun in the sentence. 32e. A spoken phrase or sentence is composed of individual words, and they should show where one word ends and the next begins by including proper spacing in their writing. 32f. All sentences should begin with a capital letter. 32g. Names of individuals and the pronoun I should be capitalized in their writing. 32h. Commas are used to separate words in a series. Commas are used to separate numbers in dates. 32i. There are three types of ending punctuation. Question marks are used for questions. Periods are used for statements. Exclamation marks are used for exclamatory statements. Sentences have different end punctuation based on the meaning of the sentence.
English Language Arts ELA2021 (2021) Grade: 1	35. With prompting and support, write an informative or explanatory text about a topic, using facts from a source and providing a sense of closure. Unpacked Content Teacher Vocabulary: 35. Informative Explanatory Topic Facts Source Sense of closure Prompting Support Knowledge: 35. Students know: Informative or explanatory texts provide facts about a topic that were gathered from a research source. Informative or explanatory writing should end with a sense of closure. Skills: 35. Students are able to: With prompting and support, Write an informative or explanatory text about a topic. Use sources to find facts. End the text by providing a sense of closure. Understanding: 35. Students understand that: Informative or explanatory texts require research, provide facts or details about a topic, and end with a sense of closure.
English Language Arts ELA2021 (2021) Grade: 2	7. Demonstrate standard English usage when speaking. a. Use collective nouns. b. Form and use frequently-occurring irregular plural nouns. c. Use reflexive pronouns. d. Form and use past tense forms of frequently-occurring irregular verbs. e. Use adjectives and adverbs. f. Produce and expand complete simple and compound sentences when speaking. Unpacked Content Teacher Vocabulary: 7. Standard English Usage 7a. Collective nouns 7b. Form Frequently-occurring irregular plural nouns 7c. Reflexive pronouns 7d. Form Past tense Frequently-occurring irregular verbs 7e. Adjectives Adverbs 7f. Produce Expand Complete sentences Simple sentences Compound sentences Knowledge: 7. Students know: That standard English means the formal use of the English language. 7a. Collective nouns are words that identify a group of individuals (family, assembly, congregation, etc.). 7b. Irregular plural nouns are nouns that do not become plural by adding -s or -es. 7c. Reflexive pronouns are pronouns that end in "self" or "selves." 7d. Irregular verbs are verbs that are not made past tense by adding -d or -ed. 7e. An adjective describes a noun, and an adverb describes an adjective, verb, or other adverb. 7f. A complete simple sentence includes a subject and a predicate and expresses a complete thought. A complete compound sentence includes two subjects and two predicates and expresses two complete thoughts. A complete compound sentence must include a coordinating conjunction to link the two complete thoughts. Skills: 7. Students are able to: Use the standard English language when speaking. 7a. Accurately use collective in spoken language. 7b. Accurately form and use frequently-occurring irregular plural nouns in spoken language. 7c. Accurately use reflexive pronouns in spoken language. 7d. Accurately form and use past tense forms of frequently-occurring irregular verbs in spoken language. 7e. Correctly use adjectives and adverbs in spoken language. 7f. Produce complete simple and compound sentences in spoken language. Expand complete simple and compound sentences in spoken language. Understanding: 7. Students understand that: They should use the standard form of English when speaking. 7a. A collective noun is one word that stands for a group of people. Collective nouns should be used correctly to clearly communicate with others. 7b. An irregular plural noun is a noun that is made plural in a way other than adding -s or -es, such as children, teeth, and feet. Irregular plural nouns should be used correctly to clearly communicate with others. 7c. Reflexive pronouns are those pronouns that usually end in "self" or "selves," such as myself or themselves. Reflexive pronouns should be used correctly to clearly communicate with others. 7d. An irregular verb is a verb that is made past tense in a way other than adding -d or -ed, such as kept or knew. Past tense verbs should be used correctly to clearly communicate with others. 7e. An adjective is a word that describes the attributes of a noun. An adverb is a word that describes an adjective, a verb, or even another adverb. Using adjectives and adverbs can add specific details in speech. 7f. A speaker should use complete sentences to clearly express complete thoughts. A simple sentence expresses one complete thought and has at least one subject and one predicate. A compound sentence expresses two complete thoughts that are linked with one of the coordinating conjunctions (and, but, for, or, nor, yet, so).
English Language Arts ELA2021 (2021) Grade: 2	17. Analyze meaningful parts of words and phrases in discussions and/or text. a. Identify possessives and plurals and use them as clues to the meaning of text. Example: girl's dress; boys' game; cats, cat's, cats'; houses, house's shutters b. Identify meaningful parts of words (morphemes) and use them as clues to the meaning of unknown words, including base words, compound words, and frequently occurring affixes and inflections. Examples: -less, -ful, -est Note: Adding suffix -est changes an adjective to a superlative adjective; adding suffix -ful changes the part of speech. Unpacked Content Teacher Vocabulary: 17. Analyze Meaningful word parts Phrases 17a. Possessives Plurals 17b. Identify Meaningful parts of words Morphemes Base words Compound words Affixes Inflections Knowledge: 17. Students know: Words can be divided into parts to learn the meaning of the word. Phrases are groups of words that carry meaning. 17a. That possessives show ownership, and plural mean more than one. 17b. Words can be divided into smaller parts that carry meaning, which are called morphemes. Compound words are one word made of two independent, base words (example: hot dog is made of hot and dog). Affixes and inflections can be added to words to change their meaning. Skills: 17. Students are able to: Identify and analyze meaningful parts of words or phrases in discussions and/or text. 17a. Identify possessives by the apostrophe either before or after the s, such as girl's dress; boys' game. Identify plurals by the -s or -es at the end of singular words, such as cats; houses. Use possessives and plurals as clues to the meaning of the text, such as cats, cat's cats'; houses, house's shutters. 17b. Break words down into their smallest meaningful parts (morphemes) to determine the meaning of an unknown word. Identify suffixes like -less, -est, -ful to determine the meaning of an unknown word. Divide compound words into their smaller individual words to determine the meaning of unknown words. Understanding: 17. Students understand that: Words can be divided into smaller units that carry meaning. Phrases are groups of words that carry meaning. 17a. Possessives and plurals may change the meaning of text. 17b. They can break words into smaller parts to determine the meaning of words that they don't know. Knowing affixes and inflections can also help them determine the meaning of unknown words. Compound words are made of two base words, and they can divide the compound word into two parts.
English Language Arts ELA2021 (2021) Grade: 2	38. Apply knowledge of grade-appropriate phoneme-grapheme correspondences, multisyllabic word construction, syllable division principles, and spelling rules (or generalizations) to encode words accurately. a. Encode grade-appropriate multisyllabic words using knowledge of syllable types, including open, closed, vowel-consonant-e, vowel teams, vowel-r, and consonant-le. b. Apply knowledge of multisyllabic word construction and syllable division principles to encode grade-appropriate words correctly. Examples: VC/CV, V/CV, VC/V, CV/VC; rab-bit, o-pen, cab-in, di-et c. Encode words with final /v/ and /j/ sounds using knowledge that no English word ends with a, v, or j. Examples: have, give, save; cage, rage, budge, lodge d. Encode one- and two-syllable words with long and short vowel patterns. e. Encode words with two- and three-consonant blends, including those containing digraphs. Examples: st, sm, sn, sl, cl, dr, br, bl, str, scr, thr, squ, spl, spr f. Encode words with consonant digraphs, trigraphs, and combinations. Examples: ph, gh, ch, sh, wh, th, ng, tch, dge, qu g. Encode words with the common vowel teams, including diphthongs. Examples: ai, ay, ea, ee, ei, igh, oa, ow, ou, ue, ew, eigh h. Encode words with vowel-r combinations. Examples: ar, or, ir, er, ur, air, ear, oar i. Encode words that follow the -ild, -ost, -old, -olt, and -ind patterns. Examples: wild, cold, most, colt, mind j. Encode words with a after w read /ä/ and a before l read /â/. Examples: wash, water, wasp; tall, all, talk, small, fall k. Encode words with or after w read /er/. Examples: world, word, worm, worst, work l. Encode words with hard and soft c and g. Examples: carry, cent; game, giraffe m. Encode words with vowel y in the final position of one and two syllable words, distinguishing the difference between the long /ī/ sound in one-syllable words and the long /ē/ sound in two-syllable words, and words with vowel y in medial position, producing the short /ĭ/ sound for these words. Examples: fly, my; baby, happy; myth, gym n. Encode words with prefixes and suffixes, including words with dropped e and y-to-i changes for suffix addition. Examples: pro-, trans-, non-, mid-, -ful, -less, -ness, -ed, ing, -es, -er, -est, -en, -y, -ly o. Encode grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences, including those that contain only one irregularity. Examples: decodable - number, way, my, than, word decodable except for one irregularity - other (o is schwa); from- (o is schwa); what- (a is schwa or short o depending on dialect) p. Encode contractions with am, is, has, not, have, would, and will, using apostrophes appropriately. Examples: I'm, he's, she's, isn't, don't, I've, he'd, they'll q. Encode frequently confused homophones accurately, using knowledge of English orthography and meaning to facilitate learning. Examples: their/they're/there; eight/ate; cent/scent/sent Unpacked Content Teacher Vocabulary: 38. Phoneme-grapheme correspondences Multisyllabic word construction Syllable division principles Spelling rules Generalizations Encode Accurately 38a. Encode Multisyllabic Syllable types Open syllable Closed syllable Vowel-consonant-e syllable Vowel team syllable vowel-r syllable Consonant-le syllable 38b. Multisyllabic word construction Syllable division principles Encode 38c. Encode Final /v/ sound Final /j/ sound 38d. Encode One-syllable words Two-syllable words Long vowel patterns Short vowel patterns 38e. Encode Two-consonant blends Three-consonant blends Digraphs 38f. Encode Consonant digraphs Trigraphs Combinations 38g. Encode Vowel teams Diphthongs 38h. Encode vowel-r combinations 38i. Encode Patterns 38j. Encode 38k. Encode 38l. Encode Hard c Soft c Hard g Soft g 38m. Encode Vowel y Medial position Final position One-syllable words Two-syllable words Long /ī/ sound Long /ē/ sound Short /ĭ/ sound 38n. Encode Prefixes Suffixes Suffix addition 38o. Encode Grade-appropriate high frequency words Predictable Decodable Phoneme-grapheme correspondences Irregularity 38p. Encode Contractions Apostrophes 38q. Encode Frequently confused homophones English orthography Meaning Facilitate Knowledge: 38. Students know: Grade-appropriate phoneme-grapheme correspondences. Multisyllabic words are words that are composed of two or more syllables. Syllable division principles. Spelling rules (or generalizations). To encode accurately means to spell a word correctly. 38a. The features of a closed syllable. The features of an open syllable. The features of a vowel-consonant-e syllable. The features of a vowel-r syllable. The features of common vowel team syllables. The features of a consonant-le syllable. 38b. Multisyllabic words are words that are constructed of two or more syllables. Multisyllabic words can be broken down into single syllables using syllable division principles. 38c. Words with final /v/ sound. No English word ends with a v. Words with final /j/ sound. No English words end with a j. 38d. Vowels can make a long sound or a short sound. Each type of vowel sound has predictable spelling patterns. 38e. Consonant blends are a combination of two or three consonants in which each grapheme represents a phoneme sound. Digraphs are two letter combination that represents a single phoneme sound in which neither letter represents its usual sound. 38f. Digraphs are two letter combination that represents a single phoneme sound in which neither letter represents its usual sound. Trigraphs are three letter combinations that represents a single phoneme sound. Combinations are two letters that frequently appear together and have an associated phoneme. 38g. Vowel teams are a combination of two, three, or four letters that represent for one vowel sound. Diphthongs are single vowel phonemes that glide in the middle. 38h. vowel-r combinations are a single vowel letter or vowel team followed by r that represents a unique vowel sound. 38i. Words that follow the -ild, -ost, -old, -olt, and -ind patterns. 38j. The letter a can be used to spell different sounds, depending on the letter the precedes it. 38k. Words that are spelled with an or after w. When an r follows a vowel, the vowel can make a different sound. 38l. The hard sound of c is /k/. The soft sound of c is /s/. The hard sound of g is /g/. The soft sound of g is /j/. The spelling generalizations associated with hard and soft c and g. 38m. The letter y can represent three different vowel sounds depending on the number of syllables in the words and its position in a word. 38n. Prefixes are word parts that can be added to the beginning of a word to change the meaning of the word. Suffixes are word parts that can be added at the end of the word to change the meaning of the word. Some base words require changes in spelling before a suffix is added. 38o. Grade-appropriate high frequency words that follow predictable, decodable phoneme-grapheme correspondences, as well as those that have one irregularity. 38p. Contractions with am, is, has, not, have, would, and will, such as I'm, he's, she's, isn't, don't, I've, he'd, they'll. 38q. Homophones are words that sound the same, but have different spellings and meanings. Frequently confused homophones, such as their/they're/there; eight/ate; cent/scent/sent. Skills: 38. Students are able to: Accurately encode (spell) single syllable and multisyllabic words using their knowledge of phoneme-grapheme correspondences, multisyllabic word construction, syllable division principles, and spelling generalization. Accurately divide words into syllables to spell multisyllabic words correctly. 38a. Accurately encode (spell) multisyllabic words using their knowledge of the spelling patterns of the six syllable types. 38b. Accurately encode (spell) grade-appropriate multisyllabic words using knowledge of multisyllabic word construction and syllable division principles. For example, VC/CV, rab-bit; V/CV, o-pen; VC/V, cab-in; CV/VC, li-on. 38c. Encode (spell) words with final /v/ sound by adding an -e at the end of the word, such as in have, give, save. Encode (spell) words with final /j/ sound by adding an -ge or -dge at the end of the word, such as in cage, rage, budge, lodge. 38d. Encode (spell) words with short and long vowel patterns in words that have one or two syllables. 38e. Encode (spell) words with two-consonant blends, such as st, sm, sn, sl, cl, dr, br, bl. Encode (spell) words with three-consonant blends, such as str, scr, spl, spr. Encode (spell) words with a digraph paired with a consonant blend, such as thr, squ. 38f. Encode (spell) words with consonant digraphs, such as ph, gh, ch, sh, wh, th, ng. Encode (spell) words with consonant trigraphs, such as tch, dge. Encode (spell) words with combinations, such as qu. 38g. Encode (spell) words with common vowel teams and diphthongs, such as ai, ay, ea, ee, ei, igh, oa, ow, ou, ue, ew, eigh. 38h. Encode (spell) words with vowel-r combinations, such as ar, or, ir, er, ur, air, ear, oar. 38i. Encode (spell) words that follow the -ild, -ost, -old, -olt, and -ind patterns, such as wild, cold, most, colt, mind. 38j. Encode (spell) words that have a after w read /ä/, such as wash, water, wasp. Encode (spell) words that have a before l read /â/, such as tall, all, talk, small, fall. 38k. Encode (spell) words with or after w pronounced /er/, such as world, word, worm, worst, work. 38l. Encode (spell) words with the hard c, such as carry, and the soft c, such as cent. Encode (spell) words with the hard g, such as game, and the soft g, such as giraffe. 38m. Encode (spell) words with vowel y in the final position of one and two syllable words. Distinguish the difference between the long /ī/ sound in one-syllable words (like fly and my) and the long /ē/ sound in two-syllable words (like baby and happy). Encode (spell) words with vowel y in medial position, such as myth and gym. 38n. Encode (spell) words with prefixes, suffixes, or both. Change the endings of words by dropping the e when adding suffixes or changing the y-to-i, when appropriate. 38o. Encode (spell) grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences, such as number, way, my, than, word. Encode (spell) grade-appropriate high frequency words that are spelled with one irregularity, such as other, from, what. 38p. Encode (spell) contractions with am, is, has, not, have, would, and will, such as I'm, he's, she's, isn't, don't, I've, he'd, they'll, with correct apostrophe usage. 38q. Encode (spell) homophones using knowledge of English orthography and word meaning. Understanding: 38. Students understand that: To spell (encode), they must accurately represent the letter symbols (graphemes) that correspond to the spoken sounds (phonemes). They can use syllable division principles to break a word apart to make it easier to spell. They can use their knowledge of the six syllable types to accurately encode words. There are spelling rules, or generalizations, in the English language that can help them spell words accurately. 38a. They correctly spell multisyllabic words by using their knowledge of the spelling patterns of the six syllable types. 38b. When spelling multisyllabic words, they should divide the word into individual syllables and use their knowledge of the syllable types to spell each syllable correctly. 38c. There are no words in the English language that end with v, so words that end with a /v/ sound will follow the spelling rule of adding an -e to the end of the word. There are no words in the English language that end with j, so words that end with a /j/ sound will follow the spelling rule of adding an -ge or -dge to the end of the word. 38d. Vowels have more than one sound (long or short). They can spell one or two-syllable words by knowing the spelling rules for long and short vowel patterns. 38e. When spelling a word with a two- or three-letter consonant blend, each consonant produces its sound. When spelling a word with a digraph and a blend, the digraph will be represented by two letters that make one sound, combined with a consonant that produces its sound. 38f. Some words have special combinations of letters that can be encoded using their knowledge of phoneme-grapheme correspondences. 38g. Vowel teams are a combination of two, three, or four letters that represent one vowel sound. Diphthongs are a combination of vowels that glide in the middle due to a shifting mouth position. 38h. When an r follows a vowel or a vowel team, the vowel sound frequently changes, and the spellings of these sounds are variable. 38i. The can use the predictable spelling patterns of -ild, -ost, -old, -olt, and -ind to correctly spell words. 38j. Adjacent letters and letter position within a word can change the sound a letter produces. 38k. When the letters or come after w, they do not make the same sound as words with or after other letters, such as fork, Oreo. When they hear the /er/ sound after the /w/ sound, the word will be spelled with the or vowel combination. 38l. The letter that follows a c or g determines the sound that c or g will make in a word. C makes a hard sound when it comes before a, o, u, or any consonant, and it makes a soft sound when it comes before i, e, or y. G makes a hard sound when it comes before a, o, u, or any consonant, and it makes a soft sound when it comes before i, e, or y. 38m. Y can represent three vowel sounds: long /ī/, long /ē/, and short /ĭ/. Letter y represents the long /ī/ sound in one syllable words when the y is in the final position. Letter y makes the long /ē/ sound in two-syllable words when the y is in the final position. Letter y represents the short /ĭ/ sound when the y is in the medial position of the word. 38n. Prefixes are added to the beginning of a base word and some have predictable spelling patterns, like pro-, trans-, non-, mid-. Suffixes are added to the end of a base word and some have predictable spelling patterns, like -ful, -less, -ness, -ed. Words can be spelled by identifying the prefixes or suffixes within the word. Some base words require changes before a suffix is added. 38o. Some high frequency words have irregular spelling patterns that they must learn to be able to spell the words accurately. 38p. Contractions are made up of two words that are shortened by combining the two words and replacing the omitted letters with an apostrophe. Accurate spelling of contractions requires correct apostrophe usage. 38q. Homophones are words that are pronounced the same but have different spellings and meanings. It is important to spell homophones accurately to convey their intended message.
English Language Arts ELA2021 (2021) Grade: 2	42. Write an opinion piece about a topic or text with details to support the opinion, using transitional words and providing a sense of closure. Unpacked Content Teacher Vocabulary: 42. Opinion Topic Text Details Transitional words Closure Knowledge: 42. Students know: An opinion piece is a writing that provides an opinion about a topic or text and provides reasons for the opinion. Opinion pieces often include transitional words. Skills: 42. Students are able to: Write an opinion piece about a topic or text using details to support the opinion, transitional words, and a concluding statement. Understanding: 42. Students understand that: Opinion writing follows a predictable structure which includes, stating the opinion, providing details to support the opinion, and ends with a conclusion. Opinion pieces often include transitional words. Opinion writing can be used to explain their opinions and the reasons they have the opinion.

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ABC Word List, Acrostic Poems, collaboration, names, publication, publishing

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Cassie Raulston

ALEX Classroom Resource

Acrostic Poems: All About Me and My Favorite Things