Weeks 30 & 31- 5.4: “Akiak: A Tale From the Iditarod”

News & Calendar:

  • This lesson 5.4 will span two partial weeks, with Spring Break in the middle!
  • Log reading days for both weeks here: www.RTSUtah.com (or on your March/April calendars if you don’t have internet access.)
  • For week 30 we will have school Monday, Tuesday, and an early-release day on Wednesday, March 30th-April 1st. Mrs. Jensen is out of town this week, and Mrs. Buhler will be subbing. I know you will do a great job for her!
  • For week 31, we will see you for school again on Wednesday, April 8th through Friday, April 10th. You will have both weeks to study this lesson’s spelling list, with the test on Thursday, April 9th.

Main Objectives for these two weeks:5.4-Akiak

Students will be able to…

… read and comprehend the selection, “Akiak: A Tale From the Iditarod,” focusing on the strategy “Adjusting Reading Speed.”

… learn and use these new vocabulary words: rumble, rugged, snowdrift, burrowed, squinted, shifted, and snapped.

… learn about and correctly identify homographs & homophones.

…learn how to use adverbs.  (An adverb describes a verb by telling HOW, WHEN, or WHERE.  Many of them end in “-ly,” but not all of them.)

… read and retell the decodable story #43: “The Koi at the Dragon Gate.”

… read and practice this week’s poem.

… create our “Synonym Rolls,” and begin an “Intelligence Preferences” activity!

 

Objectives from our “Imagine It!” Program:

Reading Literature:

I can sequence the events in a story using time order words.

I can identify and describe the structure of a story.

I can use illustrations and text to tell me more about the characters, setting, and plot of the story.

I can read and understand stories by predicting, and summarizing.

 

Reading Foundational Skills:

I can read words with the vowel teams /oi/ spelled oi and _oy.

To comprehend, I can identify the purpose of a text, and check my understanding throughout my reading.

I can read text with purpose and understanding.

I can fluently read on-level text focusing on punctuation and pace.

 

Writing:

I can write a narrative using the writing process.

I can strengthen my writing by revising and editing content, capitalization, punctuation, and grammar.

In a group, I can gather information from a variety of sources (nonfiction books, web sites, encyclopedias, or observations) to answer a question.

I can answer questions by recalling what I know or what I have read.

 

Speaking and Listening:

I can follow rules for participating in discussions including listening, asking appropriate questions, building upon others comments, and staying on topic.

I can remember and tell others the important details that I have heard or read.

I can tell a story or recount an experience with relevant facts and details.

I can use words and illustrations to describe important details in text.

 

Language:

I can use adverbs (words that add meaning to the verb) to make a sentence more interesting.

I can spell words using the pattern /oi/ spelled oi and _oy.

I can use a glossary or a dictionary to understand unfamiliar words.

I can use context, affixes, root words, or compound words to clarify the meaning unknown words.

I can discover and use new words and phrases through reading, listening, and conversation.

 

Spelling

  1. toy
  2. boil
  3. enjoy
  4. coin
  5. join
  6. boys
  7. spoil
  8. annoy
  9. joint
  10. choice
  11. voyage
  12. employer
  13. appoint
  14. moist
  15. royal


Spelling Homework this week: .

Monday– “Copy 3x”= copy the words you missed on the pretest 3 times
Tuesday of week 30-Wednesday of Week 31– Choose any two:

“ABC Order”= list the spelling words in ABC order

“Syllables”= sort your words by how many syllables are in the words.  For words that have more than one, place a large dot or slash in between each syllable, such as “ba/sic”
“Quiz”= have a partner quiz you on the words
Thursday, April 9th– Test!

 

Common Core Standards we are focusing on that match this week’s objectives:

RL 2.5: Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.) RL 2.7: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

RL 2.10: By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

RF 2.3.b: Know spelling-sound correspondences for additional common vowel teams.

RF 2.4.a: Read on-level text with purpose and understanding.

RF 2.4.b: Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

W 2.5: With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

W 2.7: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

W 2.8: Recall information from experiences or gather information from provided sources to answer a question.

SL 2.1.a: Participate Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

SL 2.2: Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

SL 2.2: Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

L 2.1.e: Use adjectives and adverbs, and choose between them depending on what is to be modified.

L 2.2.d: Generalize learned spelling patterns when writing words (e.g., cage –badge; boy – boil).

L 2.2.e: Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

L 2.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy.)

 

Mystery Question!

Your student will receive a Skyhawk SOAR Ticket if he or she can answer the “Mystery Question” in his or her planner or on a piece of paper sometime before Friday, April 10th:

What are three ways in which an adverb can describe a verb?

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