Gradeassets.pearsonschool.com/asset_mgr/current/201332/G2_3... · 2016. 6. 14. · GEN A b c TM Grade2 Glenview, Illinois • Boston, Massachusetts • Chandler, Arizona • Upper

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2Grade

Glenview, Illinois • Boston, Massachusetts • Chandler, Arizona • Upper Saddle River, New Jersey

reader’s and Writer’s Journal

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Copyright © 2014 Pearson Education, Inc., or its affiliates. All Rights Reserved. Printed in the United States of America. This publication is protected by copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. The publisher hereby grants permission to reproduce the Reader’s and Writer’s Journal pages, in part or in whole, for classroom use only, the number not to exceed the number of students in each class. Notice of copyright must appear on all copies. For information regarding permissions, write to Rights Management & Contracts, Pearson Education, Inc., One Lake Street, Upper SaddleRiver, New Jersey 07458.

Pearson and ReadyGEN are trademarks, in the U.S. and/or other countries, of Pearson Education, Inc., or its affiliates.

Common Core State Standards: © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

ISBN-13: 978-0-328-78904-7ISBN-10: 0-328-78904-6

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NameFirst Read

of the Lesson

Lesson 1

Write about something you learned in today’s reading.

Lesson 2

Write a question you have about what you read.

Lesson 3

Write a sentence that tells about what you read today.

Lesson 4

Write a key detail you read about in Chapters 7 and 8.

Lesson 5

Write something you learned from the time line.

Building Ideas • Unit 3 Module A • Lessons 1–5 • 121

RGEN14_RWJTG_G2_U3A_L01-05.indd 121 26/07/13 4:10 AM

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Lesson 1

unusual

Lesson 2

politics

Lesson 3

popular

Lesson 4

experts

Lesson 5

possessions

Name Vocabulary

122 • Unit 3 Module A • Lessons 1–5 • Building Ideas


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NameLanguage

Analysis

Lesson 1 Text Features

1. Review the subheadings in Chapter 2 and list them.

2. Explain what each subheading tells readers about the upcoming section.



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Name Reading Analysis

Lesson 5 Ask and Answer Questions

1. Think back to today’s reading. Write one unanswered question that you asked while reading.

2. Tell how you might find the answer to that question.

3. Write one question that you asked that was answered by the text.

4. Write the answer to that question.



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Lesson 1 Think about the subheadings. What was Teddy Roosevelt like as a child? What subheading helps you to answer this question?

Lesson 2 Think about what you read in Chapters 3, 4, and 5. What is your opinion of Theodore Roosevelt so far? Use text details to support your answer.

Lesson 3 Choose one photo from Chapters 1 or 6. Write a sentence or two about what the photo tells you. Share information that is not mentioned in the caption.

Lesson 4 Write a few sentences that tell how Teddy and his family were affected by the three wars that occurred during his lifetime: the Civil War, the Spanish-American War, and World War I.

Lesson 5 Write three questions that you would ask Teddy Roosevelt or Charles Markis, who was interviewed about Roosevelt.

Write your responses on a separate sheet of paper.

Name

Writing in Response to

Reading



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Name Sleuth Work

Gregor Mendel

Gregor Mendel always loved nature. He grew up on a farm. He walked through the countryside every day. He loved to look at plants and animals along the way. He noticed the ways plants are alike and different. Later, Mendel became a teacher and scientist.

One day Mendel took a long walk. He saw a flower that was different from others of the same kind. It made him wonder. What caused such differences? He began to grow pea plants as part of an experiment. In seven years, he grew thousands of plants! He kept track of different traits in plants. He noticed the color of the flowers and pea pods. He measured the height of the plants.

He noticed the shape of their pods and leaves. He saw that there was a pattern. “Parent” plants passed traits to “daughter” plants in certain ways. Mendel’s studies helped him discover rules about how traits are passed on. This was the beginning of a branch of science called genetics.

Genetics has helped scientists and doctors understand more about all living things. Scientists can fight disease and grow healthier food. Next time you are curious about something, explore it! Who knows? You, like Gregor Mendel, could change the world.



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Name Sleuth Work

Look for Clues Underline details that tell what made Mendel a good scientist.

Ask Questions Write two questions that were not answered about Mendel in the text.

Ask Questions: Extend Your Ideas Write a question that a reporter might ask Mendel about his research. Use the text to formulate your question. Then underline the text that Mendel would use to answer the question.

Make Your Case Circle three facts in the text that tell about Mendel’s life. Then write one fact you would like to know about him.

Make Your Case: Extend Your Ideas Circle one more fact in the text that tells about Mendel’s life.



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Lesson 1 Capitalizing Geographic Names Rewrite the geographical names correctly.

1. I live in the city of chicago.

Lesson 2 Capitalizing Geographic Names Capitalize the states and regions in each sentence.

1. Our family moved to the midwest.

2. We studied the state of new york.

Lesson 3 Capitalizing Geographic Names Capitalize the country in the sentence.

1. Tanya is from mexico.

Lesson 4 Capitalizing Geographic Names Capitalize the continents in each sentence.

1. Teddy went hunting in africa.

2. My cousins are visiting europe.

Lesson 5 Capitalizing Geographic Names Capitalize the national park in the sentence.

1. We hiked in yellowstone.

Name Conventions



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Lesson 1 Main Purpose Write a few sentences about something you learned in Chapters 1 and 2 that you can apply to your own life. Use text evidence that supports what you learned.

Lesson 2 Write About the Big idea Write about two ways Roosevelt was “Building Ideas.”

Lesson 3 Ask and Answer Questions On a separate sheet of paper, draw a 4-column chart. The heads for each column are: What are some important events in Teddy Roosevelt’s life?; Who inspired Teddy Roosevelt?; What are the accomplishments of Teddy Roosevelt?; and How has Teddy Roosevelt affected our world or our lives? Then look through the book for answers and write these answers in your chart. Use correct capitalization and punctuation.

Name Writing



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Lesson 4 Write a paragraph about an event that shows Roosevelt was a creator of ideas and/or made contributions to our country.

Lesson 5 Research On a separate sheet of paper, write three questions that you would like to further research about Theodore Roosevelt. Tell why you are interested in finding answers to these questions. Tell what references you might use to find the answers to your questions.

Name Writing



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NameFirst Read of

Lesson

Lesson 6 Write a sentence about something you learned in one of the sidebars.

Lesson 7 Write a sentence that describes the poem you read.

Lesson 8 Write a question that you have after today’s reading.

Lesson 9 Write about something you learned in the reading today.

Lesson 10 Write a question about something you read today.



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Lesson 6

threats

Lesson 7

weary

Lesson 8

rights

Lesson 10

avid

Lesson 9

balance

Name Vocabulary



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NameLanguage

Analysis

Lesson 6 Text Features

As you flip through the book Theodore Roosevelt: The Adventurous President, look at the photos and captions. Write about the photo and corresponding caption that you find to be most interesting. Tell how this photo and caption help you better understand the text and the main topic of the book.



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NameLanguage

Analysis

Lesson 7 Poem Structure

Make a list of rhyming words you found in second, third, and fourth stanzas in “Lincoln.”

Stanza Two:

Stanza Three:

Stanza Four:



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Read pages 106—109 of Marching with Aunt Susan. Write one question you asked yourself as you read these pages. Then write the answer, using the text to support your answer.



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Lesson 10 Connections Between Historical Events

Review the Story Sequence graphic organizer that tells the sequence of the historical events in Marching with Aunt Susan. What historical event occurred after the election? Write a few sentences that tell about that event.



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Lesson 6 Write a sentence or two that tells about the sidebar you find most interesting. Support your reasons with text evidence.

Lesson 7 Think about the details the poet included about Lincoln’s life. Look at the illustration. Why do you think the poet chose to focus on Lincoln’s childhood? Write your response, using the text to support your answer.

Lesson 8 Write your opinion of Bessie and her brothers, based on what you have read so far. Use the text to support your opinion.

Lesson 9 Name one part of the story that is probably made up. Name one part of the story that is probably true. Explain your answer by using the text.

Lesson 10 Write your opinion: Do you think the author did a good job of connecting Bessie’s life with Susan B. Anthony? Why or why not? Use the text to help you support your reasons.


Name


Reading



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Lesson 6 Adjectives and Adverbs Circle the adjectives. Underline the adverbs.

Our family hiked the rugged trail. We often had to stop to wait for my little sister to catch up. She constantly fell behind us. It was a long, hot hike.

Lesson 7 Adjectives and Adverbs Circle the correct label for the underlined word.

1. Lincoln wore a tall hat. adjective adverb

2. The turtle slowly crossed the road. adjective adverb

Lesson 8 Adjectives and Adverbs Circle the correct label for the underlined word. Circle the word described.

1. I wore my fuzzy sweater. adjective adverb

2. Trish found her lucky penny. adjective adverb

Lesson 9 Adjectives and Adverbs On a separate sheet of paper, write a sentence that uses an adjective. Circle the adjective. Write a sentence that uses an adverb. Underline the adverb.

Lesson 10 Adjectives and Adverbs Match the adjective or adverb with the word it describes.

1. loud a. whistled

2. softly b. music

3. carefully c. painted

Name Conventions



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Lesson 6 Using Text Features On a separate sheet of paper, write three things you learned about Roosevelt from reading his biography. Then write a banner or quotation that are in the words of Theodore Roosevelt, or as he might have expressed himself. Then write a paragraph explaining how your banner or quotation fits the actions of Roosevelt.

Lesson 7 Researching a Topic Write three questions that you might do research on about Abraham Lincoln’s life. Then, research one question. On a separate sheet of paper, write a paragraph that provides the answer to that question.

1.

2.

3.

Name Writing



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Lesson 8 Using Resources to Answer Questions On a separate sheet of paper, write three questions that you would like to know more about during this time period. Then list three sources you might use to find more information.

Lesson 9 Write an Opinion Paragraph Research Susan B. Anthony. Then, on a separate sheet of paper, write a paragraph that tells your opinion of Susan B. Anthony and what she did in her life.

Lesson 10 Connections Between Historical Events Review the Author’s Note in Marching with Aunt Susan. On a separate sheet of paper, write a paragraph that explains a connection between the characters or events in the story and something mentioned in the Author’s Note. Use facts from the note and the story to explain the connection. Write a concluding sentence that restates the connection.

Name Writing



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NameFirst Read of

the Lesson

Lesson 11

What did you learn about this time period in American history? Write a sentence or two.

Lesson 12

What questions do you have about Susan B. Anthony’s life? Write one or two questions you would like to get answered.

Lesson 13

Write a sentence or two about what you read today.



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Lesson 11

rights

avid

Lesson 12

popular

connection

Lesson 13

unusual

honor

Name Vocabulary



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NameLanguage

Analysis

Lesson 11 Points of View

Compare the points of view of two or more characters about an event in the story, such as the election results. Use the text to support the points of view of each character.



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NameLanguage

Analysis

Lesson 13 Author’s Purpose

Review the Three-Column Chart you created about the authors’ purposes for writing each of the texts you read in this module. Write sentences that sum up in your own words why each author wrote each of these texts.



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Lesson 11 Think about some of the differences in the way boys and girls are thought of in this story. How have some points of view about girls and boys not changed since this time period of the story? Use examples to support your writing.

Lesson 12 Write an opinion. Which do you think is the best way to tell about a person’s life: an informational text, a story, or a poem? Why?

Lesson 13 Think about the three texts you have read about these important people in American history. Which of these texts had the strongest purpose? Why do you think so? Use evidence from the text to support your opinion.


Name


Reading



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Name Sleuth Work

A Few Good Words

It takes many skills to be President of the United States. It is hard work. It has few rewards and can take a little luck too.

The third President of the United States was Thomas Jefferson. He once said, “I’m a great believer in luck.” Abraham Lincoln explained that, “Luck is when preparation meets opportunity.” Our fortieth President was Ronald Reagan. He said, “There is no limit to what a man can do if he doesn’t mind who gets the credit.”

These three Presidents were all different kinds of leaders. They had talents that were special.

Thomas Jefferson had many skills and helped found our country. He was born in 1743 in Virginia. He was an architect, musician, and scientist. He wrote the Declaration of Independence. This paper helped the United States become its own country.

Abraham Lincoln was born in a log cabin in Kentucky in 1809. He later moved to Illinois. He taught himself how to read and study law. As President, he helped free African Americans from slavery.

Before Ronald Reagan became President he was an actor. He was born in Illinois in 1911. He became governor of California. As President he helped make peace with other countries.



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Name Sleuth Work

Look for Clues Underline details in the text that you could use in a biography about one of these men.

Look for Clues: Extend Your Ideas Choose one of the men in the text. Using clues from the text, write a sentence about the kind of man you think he was.

Ask Questions Write one question you still have about each president.

Make Your Case Compare and contrast two presidents. Tell at least one way they were alike and different.

ALIKE:

DIFFERENT:



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Lesson 11 Expand Sentences with Adjectives On a separate sheet of paper, rewrite the sentences, adding adjectives.

1. The cat chased the dog.

2. We spent the day at the beach.

Lesson 12 Expand Sentences with Adverbs On a separate sheet of paper, rewrite the sentences, adding adverbs.

1. Her tooth fell out.

2. The birds were singing this morning.

Lesson 13 Expand Sentences with Adjectives and Adverbs On a separate sheet of paper, write a short paragraph about one of the important people you have read about in this module. Underline two adjectives that you use. Circle two adverbs that you use.

Name Conventions



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Lesson 11 Conduct Research Select someone from either text other than Teddy Roosevelt or Susan B. Anthony to research. Research that person with other classmates who chose the same person. On a separate sheet of paper, make a list of the resources you used to research and take notes. Then make a list of the facts you found, putting them in a logical order.

Lesson 12 Conduct Research Once you finish researching and organizing your notes about the person you chose to learn more about, write a paragraph or two on a separate sheet of paper that tells about that person. Use facts and details from your research. Add adverbs to your writing.

Name Writing



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Lesson 13 Revise and Edit Reread your paragraphs about the person you researched. Then revise and edit your paragraphs on a separate sheet of paper. As you rewrite, look for places to make your writing stronger by adding adjectives and adverbs. Make sure you have facts and details in your paragraphs from your research. Make sure each paragraph has a topic sentence, supporting details, and a concluding sentence.

Name Writing



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Lesson 2Write a question that you had after today’s reading.

Lesson 3Tell about the main point of today’s reading.

Lesson 1Tell something you learned about Frederick Law Olmsted.

Lesson 5Explain how these three pages link together.

NameFirst Read of

the Lesson

Lesson 4Write a question about the parks Frederick created.

Building Ideas • Unit 3 Module B • Lessons 1–5 • 151

RGEN14_RWJTG_G2_U3B_L01-05.indd 151 26/07/13 4:16 AM

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Name Vocabulary

Lesson 1

confinement

Lesson 2

wandering

Lesson 3

grit

Lesson 4

enriched

Lesson 5

partnership

152 • Unit 3 Module B • Lessons 1–5 • Building Ideas


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Lesson 1 Identify Main Topic and Key Details

Look back through the book and find other key details that help you understand the main topic better. Write these details below. Be sure to keep in mind why Frederick’s work was important.



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Lesson 3 Using Illustrations

Choose two illustrations in The Man Who Made Parks. Write the page number for each illustration. Then write a few sentences that tell how the illustrations help you understand the story, the people, and the setting. If the illustration tells you something about Olmsted’s life, be sure to write about that as well.

page

page



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NameLanguage

Analysis

Lesson 2 Identify Story Structure

Choose one part of Frederick’s life. Draw pictures to tell what happens at the beginning, in the middle, and at the end of that portion of his life. Write a sentence below each picture to describe it.



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Name

Lesson 4 Author’s PurposeLook back over pages 20–30 in The Man Who Made Parks. Choose a few pages and tell about how these pages help you understand the author’s purpose for writing about Frederick Law Olmsted. Use text evidence to support your ideas.

Language Analysis



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Name


Reading

Lesson 1Describe one thing you learned about parks from reading this text. Use the text to support your writing.

Lesson 2What is your opinion of Frederick as a young man? Use the text to support your opinion. Write several reasons that back up your argument.

Lesson 3Write three ways that the illustrations helped you understand the text.

Lesson 4What is your opinion of Frederick as a park designer? Write your opinion. Use the text to support your opinion.

Lesson 5What are some reasons found in the text that support the idea that “every city needs a beating green heart”? Write these reasons.




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Name Conventions

Lesson 1 Using Prepositions Underline the prepositional phrase in each sentence.

1. The class took a trip to the zoo.

2. My dad found his lost socks under the bed.

Lesson 2 Using Prepositions Circle the prepositional phrase.

1. Our favorite activity is to walk fast in the park.

Lesson 3 Using Conjunctions Rewrite the two sentences into one sentence using the conjunction and.

My cousins live in the city. They play baseball in the streets.

Lesson 4 Using Conjunctions Use the subjects in one sentence. Link the subjects by using the conjunction and.

1. The teacher, his students.

2. sandwich, apple

Lesson 5 Using Conjunctions On a separate sheet of paper, use the verbs in one sentence. Link the verbs by using the conjunction and.

1. shouted, cheered

2. twirl, leap



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Name Writing

Lesson 1 Main Topic Write a few sentences that tell how Frederick and his parks affected communities and how the main topic ties to the Big Idea, “Building Ideas.”

Lesson 2 Text Structure Think about the big events in Frederick Law Olmsted’s life. Make a time line to show the big events in Olmsted’s life. Be sure to put the big events in the order they happened.



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Name Writing

Lesson 3 Informative Writing Pick out an important moment in Frederick’s life that was not illustrated in the book. On a separate sheet of paper, draw a new illustration and write a caption for it.

Lesson 4 Convey Opinion Think about how Frederick wanted to build parks so all people could enjoy them. On a separate sheet of paper, write a few sentences that tell what parks mean to you. Be sure to use details and descriptive words as you give reasons for your opinion about parks.

Lesson 5 Revising to Strengthen Writing On a separate sheet of paper, revise your opinion paragraph to make it a stronger piece of writing. As you revisit what you have written, think about:

1. the reasons and evidence you included in your writing to support your ideas.

2. how to add more facts and descriptive details to support your ideas even more.



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NameFirst Read of

the Lesson

Lesson 6Write a question that you still have about Frederick.

Lesson 7Write a sentence that tells about City Green.

Lesson 8What did you learn about Marcy and Miss Rosa?

Lesson 9Write a question about a character’s point of view.

Lesson 10Write a sentence about something you learned about community from reading City Green.



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Name Vocabulary

Lesson 6

tranquil

Lesson 7

rubble

Lesson 8

packets

Lesson 9

sour grapes

Lesson 10

sprinkling



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Reading AnalysisName


Write down several additional questions that you had as you read The Man Who Made Parks. If the answers are in the text, write those as well. If the answers are not in the text, tell how you might find the answers.



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NameLanguage

Analysis

Lesson 9 Points of View

Look at your Venn diagram. Think about how Old Man Hammer and Marcy compare to each other as characters. Write a paragraph that states how they compare and contrast, using points that you noted on your Venn diagram. Be sure to look back at the text for additional evidence.



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Name Sleuth Work

Josh Gibson, Home Run King

Josh Gibson’s first love was baseball. In his spare time, Gibson could be found improving his skills and showing off his talent. One night in 1930, Gibson went to watch his hometown team, the Homestead Grays, play against the Kansas City Monarchs. That night changed everything.

The Grays’ catcher was injured. The team’s owner remembered seeing eighteen-year-old Gibson play ball. He invited the young athlete to play that night. The owner was so impressed that he asked Gibson to join the team. Gibson played professional baseball for the rest of his life.

Josh Gibson was a great player. He hit hundreds of home runs. Gibson led the Negro National League in home runs for ten years. He could hit a baseball harder and farther than almost any other player in the history of the game. He was a skilled catcher too. He earned a place in the Baseball Hall of Fame. But Josh Gibson didn’t play in the Major Leagues. The Major Leagues were closed to African American players at the time. Three months after Gibson’s death in 1947, Jackie Robinson became the first African American to play in the Major Leagues. He carried on Gibson’s tradition of baseball excellence.



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Name Sleuth Work

Look for Clues Underline details in the text that prove that baseball was important to Josh Gibson.

Look for Clues: Extend Your Ideas Write a clue that tells why Gibson probably would have wanted to play in the major leagues.

Ask Questions Write a question about baseball.

Make Your Case Circle the four facts that you feel were the most important.

Make Your Case: Extend Your Ideas Write a note to a friend that tells about an important fact you learned.



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Name


Reading

Lesson 6 Answer this question: What is your opinion of how this book was written and illustrated? Use the text and illustrations to support your opinion.

Lesson 7 Think about Old Man Hammer’s character. Why do you think Old Man Hammer is as cranky as he is? Write your reasons and use evidence from the text to support those reasons.

Lesson 8 How did one of the illustrations help you better understand the story? Write a few sentences to explain. Use the illustrations in the text to help support your writing.

Lesson 9 Write about this question: Why are people with positive attitudes able to get more done than people with negative attitudes? Use evidence from the text to support your point of view.

Lesson 10 Think about how the community responded when Marcy and Miss Rosa decided to turn the empty lot into a garden. Why do you think people were willing to help once Marcy and Miss Rosa got the garden started? Write your reasons. Use text evidence to help support your reasons.



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Lesson 6 Using Conjunctions Combine the phrases with the conjunction and to make a complete sentence.

school was out for the summer we made plans to go to the beach

Lesson 7 Adjectives Circle the adjectives.

The muddy lot was soon changed into a beautiful garden.

Lesson 8 Formal Language Write the start of a letter to a teacher. Use formal language.

Write the start of an e-mail to a friend. Use informal language.

Lesson 9 Adjectives Write two adjectives that could be used to describe each of these nouns.

1. building , 2. flowers ,

Lesson 10 Adjectives Write a few sentences that describe you. Circle the adjectives that you use.

Conventions



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Name

Lesson 6 Write Interview Questions Choose one person in your school community to interview about improving the school community. Write three questions to ask. On a separate sheet of paper, write answers to your questions. Then write a paragraph about how this person helps improve the school community.

Lesson 7 Using Details In City Green, we read about how Marcy and her neighbors responded to a neighborhood garden. On a separate sheet of paper, write about how a garden or park improves your neighborhood.

1. Introduce the garden or park by describing it.2. Give details about how it improves your feelings

about the neighborhood.3. Conclude by telling how people who live near it

respond to it.

Lesson 8 Writing Letters On a separate sheet of paper, write a letter to city hall and tell them about your idea to improve the community. Give details describing your improvement. Include a diagram or illustration that shows these details.

Writing



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Lesson 9 Informative/Explanatory Writing On a separate sheet of paper, write an informative/explanatory paragraph that tells how Marcy’s garden changed the neighborhood. Answer the question: How has Marcy’s garden changed her neighborhood?

1. Write a sentence that introduces what happened in Marcy’s neighborhood.

2. Write 2–3 sentences that tell how the garden changed the neighborhood.

3. Write a concluding sentence that tells the importance of Marcy’s garden to the community.

Lesson 10 Informative/Explanatory Writing On a separate sheet of paper, design a neighborhood garden or park. Write the qualities and characteristics your garden or park has. Tell how your garden or park will benefit your neighborhood. Write two rules for your garden or park.

Writing



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Lesson 11What did you read about in the poem “City Trees”? Write a sentence or two.

Lesson 12What did you learn about the two settings? Write a sentence about each setting.

NameFirst Read of

the Lesson



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Lesson 11lanes

undoubtedly

Lesson 12overbearing

hard as nails

Name Vocabulary



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NameLanguage

Analysis

Lesson 11 Poem Structure

Revisit the two haikus and the poem “City Trees.” Find words and phrases that help you picture the setting. Write these words and phrases below.

Now look for words and phrases that help you picture the main message in each poem. Write these words and phrases below.



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NameLanguage

Analysis

Lesson 12 Compare Language Choice

Look at descriptions in both The Man Who Made Parks and City Green. You might look at how the author describes the snarly workman, Mr. Hawkins on page 14 in The Man Who Made Parks and the description of Old Man Hammer on page 148 in City Green, for example. Draw a picture for each book that shows some of the descriptions you compared.



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Reading

Lesson 11 Look at the poem “City Trees” and its structure. Then look at the haikus and their structure. Which kind of poem structure do you like better? Why? Write a few sentences below that give your opinion.



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Reading

Lesson 12 Think back over the two texts, The Man Who Made Parks and City Green. Who had to work harder to transform their piece of land: Frederick or Marcy? Use text evidence to support your opinion.



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Lesson 11 Formal and Informal English Formal English uses the correct capitalization, punctuation, grammar, and sentence structure. You often use formal English when you are writing a report in school. Informal English uses words and phrases that have been shortened and simplified. Sometimes informal English includes words that would never be used in formal writing, like dude. You may use informal English with your friends on the playground.

Circle the formal English examples. Cross out the informal English examples.

I am going to the store. I’m gonna go to the store.Yo! Hello!She ain’t very happy. She isn’t very happy.I paid five dollars. I paid like five bucks.What are you going to do? Whatcha’ gonna do?

Write one sentence in formal English.

Write one sentence in informal English.



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Name Conventions

Lesson 12 Formal and Informal English Formal English is the “proper” language to use when writing reports, explanations, or opinions. Informal English is used when we are speaking with or writing to friends. We should not use informal English when we are writing informational text or answering questions in school.

Rewrite the paragraph below. Change the informal English to formal English.

I can’t wait to go on our trip. We’re gonna go hiking, dude. It’s gonna be soooo cool. The mountain peak is like way up there. Do you wanna come with?



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Lesson 11 Revise Writing Revise your explanation from the previous lesson on a separate sheet of paper. Reread your writing and make notes about places you can revise. Then revise your explanation.

Write 1-2 sentences below that summarizes how you made your writing stronger.



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Name Writing

Lesson 12 Edit Writing Reread your park or garden explanations. Look for proper capitalization, punctuation, and spelling. Then rewrite your explanations into a final draft. Correct capitalization, punctuation, and spelling errors.



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Gradeassets.pearsonschool.com/asset_mgr/current/201332/G2_3... · 2016. 6. 14. · GEN A b c TM Grade2 Glenview, Illinois • Boston, Massachusetts • Chandler, Arizona • Upper