News & Calendar:
- Log your reading days from last week ASAP if you haven’t already: RTSUtah.com. The LAST day to turn in reading days for the year is next weekend. I will record final scores the morning of Tuesday, May 26th.
- This week we take 3 end of year assessments: DIBELS on Monday, English Language Arts (ELA) Benchmark on Tuesday, and Math Benchmark on Thursday. Try to get a good night’s sleep each night, eat a good breakfast in the morning, and be to school on time so that you do not miss any of the review sessions!
- This is also the last week to earn time at “Win it in a Minute!” It will be held on Tuesday, May 26th.
- No more spelling tests for your 2nd grade year! We will continue to practice and review at school, but you do not need to do spelling homework at home to turn in.
Main Objectives for this week:
Students will be able to…
… read and comprehend this week’s selection, “Jingle Dancer,” focusing on the comprehension skill “Point of View.”
… learn about onomatopoeia, figurative language, and plot.
… learn and use these new vocabulary words: calves, ached, pounding, pale, glimpse, shuffled, slipped, and strolled.
… review suffixes –ly, -y, -less, -ful, and –ed.
… review subject/verb agreement, commas in a series, possessive nouns/pronouns, and contractions.
… read and retell the decodable story #48: “Polish Communities in Detroit.”
… learn & practice this week’s poem: “May,” sung to the tune of “Are You Sleeping?”
Objectives from our “Imagine It!” Program:
Reading Informational Text:
I can identify the plot of the story and how characters respond to problems they are faced with.
I can identify the structure of the story using beginning, middle, and end.
I can identify and describe the structure of a story. I can comprehend literature by summarizing and predicting while I read.
Reading Foundational Skills:
I can recognize and read words with the /ow/ and /aw/ vowel team spelling patterns.
I can decode words with the suffixes –ly, -y, -less, -ful, and –ed.
I can fluently read on-level text focusing on pace and expression.
I can read text with purpose and understanding.
Writing:
I can write a realistic story that tells about a specific event, has supporting details, characters, temporal words, and a beginning, middle, and end.
I can write a narrative using the writing process.
I can improve my realistic story by revising and editing content, spelling, punctuation, and grammar.
In a group, I will research my question using a variety of sources (e.g., nonfiction, textbooks, safe web sites, and observations).
I can take notes to remember what I have read, heard, or seen in my research, by writing the title, author’s name, and facts about my topic.
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 ask questions to better understand topics and text.
I can clarify ideas and deepen my understanding by asking and answering questions during whole group discussions.
I can tell a story or recount an experience with relevant facts and details.
Language:
I can use adjectives to make my writing more interesting.
I can identify and use apostrophes in contractions and possessives.
I can spell words using the /aw/ and /ow/ spelling patterns.
I can use what I know about speaking and writing, to communicate appropriately with others.
I can use context, affixes, root words, or compound words to clarify the meaning of unknown words.
I can discover and use new words and phrases acquired through reading, listening, and conversation.
Spelling Homework this week:
No spelling HW or test this week.
Common Core Standards we are focusing on that match this week’s objectives:
RL 2.3: Describe how characters in a story respond to major events and challenges. (T327, T341)
RL 2.5: Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. (T327, T341)
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. (T290-T297, T306-T311)
RF 2.3.b: Know spelling-sound correspondences for additional common vowel teams. (T278-T279)
RF 2.3.d: Decode words with common prefixes and suffixes. (T320-T321)
RF 2.4.b: Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. (T313, T331)
W 2.3: Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. (T300-T301, T332, T348-T349, T356)
W 2.5: With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. (T348-T349)
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). (T298-T299, T346-T347)
W 2.8: Recall information from experiences or gather information from provided sources to answer a question. (T298-T299, T346-T347)
SL 2.1.a: 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). (T312)
SL 2.1.b: Build on others’ talk in conversations by linking their comments to the remarks of others. (T312)
SL 2.1.c: Ask for clarification and further explanation as needed about the topics and texts under discussion. (T35
L 2.1.e: Use adjectives and adverbs, and choose between them depending on what is to be modified. (T348-T349)
L 2.2.c: Use an apostrophe to form contractions and frequently occurring possessives. (T319)
L 2.2.d: Generalize learned spelling patterns when writing words (e.g., cage – badge; boy – boil). (T333)
L 2.3.a: Compare formal and informal uses of English. (T351)
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). (T284-T285, T312)
Mystery Question
Your student will receive a SOAR ticket if he or she writes the answer to the “Mystery Question” in the planner & brings it to me sometime before Friday.
What is the tune for this week’s poem?