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In phonics we reviewed common consonant blends (the first 3 columns in the chart to the immediate right) and digraphs (the fourth column in the chart). Blends are consonant pairs that appear together in words with each consonant retaining its own sound. Digraphs are letter pairs in which two written letters represent one sound. Blends are consonant pairs. Digraphs can be consonant pairs or vowel pairs. It is challenging for the children to make the distinction of whether a consonant pair is a blend or digraph, so this is a skill we continue to practice. The test is whether the two letters are making two sounds (blend) or one sound (digraph). We also looked for patterns in words to help us with spelling and worked with listening for ALL the sounds in a word we want to spell and writing in the proper order the letters to represent them. We continued our work with writing the appropriate vowels in -r controlled words, working in particular with differentiating among the sounds and vowels in -r controlled words containing ar and ir. We also worked with the spelling patterns -ee , –air and -ore. Your child can watch these videos at home to review concepts covered at school:

Username:  GR2BFS

Password:  gus4us

Username:  GR2BFS

Password:  gus4us

Username:  GR2BFS

Password:  gus4us

In writing this week we have been working with planning sheets like these to help us improve our narrative writing:












These are some of the objectives we have been working with:

I plan all parts of my story before starting to write and then use everything I know to make my best effort.

  • I can listen to and understand how to plan a story.
  • I can read an example of a good beginning / middle / end to a story.
  • I can talk with a partner about what makes a good beginning, using the words CHARACTERS and SETTING:
  • I can talk with a partner about what makes a good beginning / middle /end, using the words ACTION, DIALOGUE, DETAILS, SENSES, THOUGHTS and FEELINGS:
  • I can use my plan to write a good beginning / middle / end to my story:

The children have also started to use a ‘writing tools’ binder that they can prop up in front of themselves while they work that has a variety of reference sheets in it they can refer to support them in their writing, e.g., a personal word wall, lists of action and transitions words, digraph and blend charts, etc.


The children continue to apply themselves in spelling. I have shared with the children a strategy for learning how to spell new words so they become a ‘snap’ to write correctly automatically. It is called  COPY  WRITE  COVER  CHECK.

This is an example that we did in class for learning to write the word ‘little’

  1. COPY the word ‘little’ at the top of the paper/board while saying, ‘little, l-i-t-t-l-e, little’. (Then put away the sheet with the word on it that you copied from.)
  2. While looking at the word ‘little’ that you wrote at the top of the paper, WRITE ‘little’ again under the first ‘little’, while saying ‘little, l-i-t-t-l-e, little’.
  3. COVER up both spellings of ‘little’ with a small piece of paper. Write the word ‘little’ yet again under the first two spellings of it (but this time without looking at what you’ve already written), while saying ‘little, l-i-t-t-l-e, little’.
  4. Lift the paper and CHECK your spelling. If you spelled it correctly, put a check mark after the word. If you did not spell it correctly, while looking at the two instances of the correctly spelled word at the top of the page, again write the word ‘little’ again at the bottom, while saying ‘little, l-i-t-t-l-e, little’.

This week in reading we continued working with better understanding the intentions of the authors we are reading. I have bolded the concept that has been our major focus this week:

Authors Have Intentions – So Pay Attention!


WHAT is powerful?

WHY is it powerful?

HOW did the author do it?

  • Ask, “How did the author make this WHOLE book click together?”
  • Learn a lesson. Think, “What does the author want to teach me?”

e.g., Think before you do something silly.

        Be kind.

        Don’t talk to strangers.

We also applied our phonics work with vowel digraphs to our reading.

I think about what I read.

  • I can ask myself, “Does that make sense?”
  • I can try a different sound for the vowel team.

Notice in these sample sentences the concept taught.

The <ea> digraph in these words ‘ea’ words can be pronounced

either ‘short e’ /ĕ/ or ‘long e’ /ē/.

Which pronunciation makes sense?

I can read 20 pages.    /rĕd/ or /rēd/ ?

I ate some bread.    /brĕd/ or /brēd/ ?

I had a dream.    /drĕm/ or /drēm/ ?

I hit my head.    /hĕd/ or /hēd/ ?

In math this week we continued our work in Module 2, ‘Addition and Subtraction of Length Units’. We continude to work with:

  • understanding concepts about a ruler,
  • measuring and estimating length using various measuring tools,
  • measuring and comparing length using different length units, and
  • relating addition and subtraction to length.

The children each made their own meter strip for measuring longer objects and used the meter strip and also pieces of string to figure out the lengths of curved objects and lines.

Next week we will finish up Module 2 and start Module 3, ‘Place Value, Counting, and Comparison of Numbers to 1,000.’

In our math journals we continue our work with making tape diagrams to help visualize how the parts of a word problem fit together. What we are asked to figure out has a big impact on where the question mark ‘?’ goes in the tape diagram, as well as how the parts of the tape diagram line up.

In social studies we have continued with our ‘card factory’ project in our ‘Goods and Services’ unit. We have identified these action steps need to be done:

  • Scan the artwork.
  • Put scans of pictures in a card layout.
  • Name the art pieces.
  • Make the order form.
  • Decide what organization to donate our profits to.
  • Investigate options for printing and determine costs.
  • Set prices.
  • Distribute order forms.
  • Collect order forms and money and total up orders for each kind of card.
  • Print up cards and give to people who ordered them.
  • Donate the money.
  • Review and evaluate our work.



11 October


Normal School Day

Start working at home on this week’s ‘no-excuses’ spelling words (listed in the column to the right). These are words your child needs to know how to spell correctly with
‘no excuses’ for not knowing how to spell them.

Morning Special:  Library

Afternoon Special:  Art

This Week’s

‘No-Excuses’ Spelling Words



12 October


Children should wear their P.E. uniforms today.

Morning Special:  P.E.

Afternoon Special:  Language


13 October


Please have your child return their ‘library book’ pouch with books previously checked out from the library.

Morning Special:  Maker Space

Afternoon Special:  Language


14 October


     Morning Special:  Library

Afternoon Special:  Music


15 October


Please wear your spirit shirt today.

Friday spelling test for this week’s words.

1st Morning Special:  P.E.

2nd Morning Special:  Music

BFS Founder’s Day Activities
All School | 12:55 – 3:20 p.m.

Quarter 1 Ends



Sat 09 Oct

Mon 18 Oct

Thu 21 Oct

Fri 22 Oct

Tue 02 Nov


Hangul Proclamation Day

Quarter 2 Begins

Quarter 1 Report Cards Emailed Home
Parent/Teacher Conferences (evening)

Parent/Teacher Conferences (no school)

Picture day for Grade 2
• All students should wear a white collared shirt.
• Boys should wear a navy blue V-neck sweater.
• Girls should wear a navy blue cardigan.

Dear Grade 2 Families,

Welcome to our Grade 2 class at Busan Foreign School! I am excited about working with

the Grade 2 children this coming school year to continue supporting them on their learning journey. My goal is to provide the most enriching and nurturing environment I can. For the children in our class who were enrolled at BFS in Kindergarten, I will be their teacher again as I taught them in Kindergarten two years ago. For the children who have joined BFS since then, I am very much looking forward to getting to know them also.

This is my third year teaching at BFS. Two years ago I moved to Korea from China, where I had taught in the elementary school at the International School of Beijing for the previous fifteen years. I have also lived and taught in San Jose, California; Vancouver, Canada; Singapore; and St. Paul, Minnesota. I am originally from Minnesota, where as a child I lived on a dairy farm which supplied milk to a farmers’ cooperative that manufactured cheese. My interests, in addition to education, include cooking, computers, books, music, walking, and swimming.

I will be involving your child in many different learning experiences aimed at further

developing language, reading, writing, and mathematical skills, as well as with exploring

concepts in science and social studies. In addition your child will work regularly with other teachers at BFS in physical education, design, library, music, visual arts, and language. I am looking forward to a stimulating and fun-filled year!

If you have questions or concerns, please feel free to contact me:

School E-Mail:

The student information form I am sending home in your child’s take-home folder on the

first day of school will help me get acquainted with your child and will help me understand your child’s individual needs and personality. Please complete the form at your earliest convenience and return it to me in the take-home folder.

I am looking forward to a wonderful year together with you and your child!


Mark Ehrke

Mr. Ehrke’s email:

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