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2nd Grade: MM1: Complete the word with the ending that you hear.

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IXL | Complete the word with the ending that you hear | 2nd grade language arts

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Improve your language arts knowledge with free questions in "Complete the word with the ending that you hear" and thousands of other language arts skills.

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I believe this topic allows for a lot of creativity when teaching. It is harder to keep kids engaged when learning. Choosing ideas that makes them use more than one of their senses such as hearing and visual with this topic will keep them engaged longer.

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Objective: Kids practice identifying the sound at the end of a word.

How to play:

Write a list of words that end with sounds like “-old,” “-er,” or “-est” on slips of paper (e.g., old, taller, fastest).

One child picks a word and acts it out (without speaking) while others guess the word.

After guessing, the group discusses the ending sound (e.g., "-old," "-er").

Variation: After the acting out, kids can come up with more words that end with the same sound.

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This lesson is a fun idea for kids especially to get them out of their seats in a productive way to learn.

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I learned this activity, with modifications, from Sharon Grady at the University of Texas. I use it with first, second and third grade classes and my Summer mixed groups. It helps students become comfortable with their bodies, learn to express ideas and emotions kinesthetically, and learn to trust each other. It gives every child a chance to shine and be the star in two very different ways. My students also really enjoy it.
First Part: Creating the Sculptures
Divide the class into pairs. In each pair, one student is the "sculptor" and one the "clay."
The sculptor "sculpts" his or her partner's body into a statue of his or her choosing. The sculptor may do this by physically moving the partner's body into position, or by showing the "clay" how to stand. The sculptor pays close attention to even small details like facial expression or the position of a finger. When the "sculpture" is finished, she or he freezes. (It the position is difficult or impossible to hold, the "sculpture" may memorized it and then relax until her or his turn in the "tour" arrives.
Second Part: Gallery Tour Once all of the artists have finished their masterpieces, I call them together in the center of the room. The "sculptures" remain in place around the room. In role as a museum guide, I conduct a tour of the "gallery." When we reach each work, the artist who made it steps forward and explains his or her work to the group. In this way we make a complete tour, giving each artist a chance to show off and describe his or her work. (Once a "sculpture" has been viewed, she or he may relax and join the group on the rest of the tour.
Once the "tour" is finished, the partners switch roles and the process is repeated.
In our discussions afterwards I always ask the students, "How many artists created each statue?" At first they usually answer, "one," but I coach them to see that the "clay" is an artist too, since each one is different, and no matter how carefully he tried, an artist could not make exactly the same statue with a different partner. Being human and not clay, the "sculpture" makes real contribution to the work of art. This is a good introduction to the relationship between playwright, director, and actor-the actor makes a real contribution even if she does exactly what the director says every time, just as even the most slavishly literal director makes a contribution in addition to that of the playwright.
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I learned this activity, with modifications, from Sharon Grady at the University of Texas. I use it with first, second and third grade classes and my Summer mixed groups. It helps students become comfortable with their bodies, learn to express ideas and emotions kinesthetically, and learn to trust each other.