News & Calendar:
- Log your “Reading Days” Homework from last week on RTSUtah.com or record in your planner on the January calendar ASAP if you haven’t already. The goal is to have them in BEFORE school on Monday each week.
- Thank you to all of you who have already signed up for S.E.P. Conferences! If you haven’t yet, please click here, and use the password Skyhawks. They will be held NEXT week: on Tuesday daytime, and Wednesday & Thursday evenings, February 10-12th.
- A Valentine’s Day party letter will be coming home this week; by Thursday at the latest. We will be having a box decorating contest, so start thinking of ideas! More details TBA in the letter.
Main Objectives for this week:
Students will be able to…
… read and comprehend this week’s selection, “Hungry Little Hare,” focusing on the comprehension strategy “Asking Questions.”
… learn and use these new vocabulary words: environment, meadow, pond, scent, disguise, hare, and stump.
… review possessive nouns and pronouns.
… read and retell the decodable stories #33: “A Robin’s Red Plumes,” and #34: “Drew’s True Lesson.”
… read and practice this week’s poem: “Man in the Moon.”
Objectives from our “Imagine It!” Program:
Reading Literature:
- I can describe key details of a text using who, what, when, where, why and how.
- I can recognize how repeated lines and alliteration impacts meaning in a story or poem.
- I can comprehend stories by predicting and asking/answering questions while I read.
Reading Foundational Skills:
- I can read the long /oo/ spelled u, u_e, _ew, and _ue, in one and two-syllable words, both in isolation and in text.
- I can fluently read on-level text focusing on pace and expression.
Writing:
- I can write an opinion/persuasive piece which will include an introduction, state an opinion and two supporting reasons, uses linking words and a concluding statement.
- I can strengthen my writing by revising and editing content, spelling, grammar, punctuation, and capitalization.
- In a group, I will choose an inquiry question that is connected to 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.
Language:
- I can write and use apostrophes to form possessive nouns.
- I can follow spelling rules and patterns for long /oo/ spelled u, u_e, _ew, and _ue.
- I can define the individual words in compound words to determine meaning of the whole word.
Spelling
- due
- June
- grew
- ruby
- clue
- overdue
- student
- blew
- lure
- dew
- argue
- newsroom
- fluid
- salute
- blueberry
Spelling HOMEWORK for this week:
Monday– “Copy 3x”= copy the words you missed on the pretest 3 times
Tuesday & Wednesday: Choose any two other ways to study your words, including any of the following:
“Triple Color Words”= write words in pencil, then trace over top using 3 different colors
“5 Sentences”= write 5 Sentences with at least 1 spelling word in each sentence
“Snap-Clap”= spell the word out loud while clapping for the consonants, & snapping for the vowels
Thursday– Test!
Common Core Standards we are focusing on that match this week’s objectives:
RL 2.1: Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text.
RL 2.4: Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
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: Know and apply grade-level phonics and word analysis skills in decoding words.
RF 2.4: Read with sufficient accuracy and fluency to support comprehension.
W 2.1: Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and also) to connect opinion and reasons, and provide a concluding statement or section.
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).
SL 2.1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
L 2.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L 2.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
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:
**Last week we studied long /oo/ spelled “oo.” What are the four ways that you can spell the long /oo/ sound that we are studying this week? (See above under “Language”)