Week 38: 6.5- “Cesar Chavez”

News & Calendar:

  • Tomorrow is the LAST day to log your reading days for the year! I will be recording them on Tuesday morning, May 26th. Please log here: RTSUtah.com, or record in your planner if you do not have internet access.
  • Thank you to all of the mothers & guardians who read your note inside of the HW folder last week, and sent in one or more items for the project we are working! The project will be a success thanks to all of you!
  • Tuesday is Win-it-in-a-Minute, AND Parent Picnic day! Please feel free to come eat lunch with your student from 11:55-12:15 p.m.
  • No more spelling tests for your 2nd grade year. We will continue to practice and review words here at school, but you will not be tested on them.
  • Last week was also the last week of homework for your 2nd grade year! 🙂
  • Only 9 days left of school this year! I cannot believe how fast it’s gone!

 

Main Objectives for this week:6.5-Cedar E. ChavezStudents will be able to…

… read and comprehend this week’s selection, “Cesar Chavez,” focusing on the comprehension strategy, “Asking Questions.”

… learn and use these new vocabulary words: treated, border, weakened, strike, union, boycott, crops, and awarded.

… review prefixes, suffixes, homophones, homographs, related words, and word families.

… use the writing process to write a biography.

… review compound and imperative sentences, colons, synonyms, and antonyms.

… read and retell the decodable story #50: “Communities in Los Angeles.”

… learn & practice this week’s poem: “America’s People,” by Louise Borden.

 

Objectives from our “Imagine It!” Program:

Reading Informational Text:

I can describe key details in an informational text using the questions who, what, when, where, why and how.

I can identify the main topic and supporting details in text.

I can use context clues to determine the meaning of vocabulary relevant to my grade level.

I can use headings to locate key facts or information in a text.

I can identify what the author wants to answer, explain, or describe.

I can identify ideas that support the author’s main message by gathering information and drawing conclusions.

I can comprehend informational text by clarifying and asking/answering questions while I read.

 

Reading Foundational Skills:

I can recognize and read words with the /ow/ vowel team spelling pattern.

I can recognize spelling patterns that make more than one sound and read them in words.

To comprehend, I can identify the purpose of text and check my understanding as I read.

I can read text with purpose and understanding.

I can fluently read on-level text focusing on expression.

Writing:

I can write a biography with topic sentences, facts, definitions, and a concluding statement.

I can write a narrative using the writing process.

I can improve my biography by revising and editing for factual information, important details and events, why subject is important, and a beginning, middle, and end.

I can use digital tools for creating and publishing my writing.

In a group, I can confirm or revise my conjecture as I gain more information about my topic.

I can share my research findings by giving a speech, demonstration, or developing a web page.

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 retell key ideas and details from a text read aloud, an oral presentation or other presented media.

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

Language:

I can spell words using patterns I have learned.

I can figure out the meaning of a word by knowing the meaning of parts of the word.

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 (JUST for practice during class; no spelling homework or test this week.)

 

  1. took
  2. low
  3. string
  4. law
  5. boot
  6. doom
  7. arrow
  8. book
  9. spring
  10. allow
  11. assume
  12. listen
  13. strict
  14. describe
  15. splinter

 

 

Spelling Homework this week:

No spelling HW or test this week.

 

 

 

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

RI 2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (T386. T389, T401)

RI 2.4: Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. (T380-T381, T391)

RI 2.5: Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.] (T419, T429)

RI 2.6: Identify the main purpose of a text, including what the author wants to answer, explain, or describe. (T415, T417)

RI 2.8: Describe how reasons support specific points the author makes in a text. (T416, T418, T428)

RI 2.10: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. (T386-T391, T400-T403)

 

RF 2.3.b: Know spelling-sound correspondences for additional common vowel teams. (T374-T375)

RF 2.3.e: Identify words with inconsistent but common spelling-sound correspondences. (T374-T375)

RF 2.4.a: Read on-level text with purpose and understanding. (T379, T431)

RF 2.4.b: Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. (T405)

 

W 2.2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. (T394-T395, T408-T409, T434-T435, T452-T453, T458)

W 2.5: With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. (T452-T453, T458)

W 2.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. (T422)

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). (T392-T393, T450-T451)

 

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). (T404)

SL 2.2: Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. (T424)

 

L 2.2.d: Generalize learned spelling patterns when writing words (e.g., cage – badge; boy – boil). (T423)

L 2.4.c: Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). (T412-T413, T427)

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). (T404, T406-T408)

 

Mystery Question

Your student will receive a SOAR tickets if he or she writes the answers to the “Mystery Question” in the planner & brings it to me sometime before Friday.

 

How many school days are left including this week and next?

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