Week 15- 3.1: “Red Light, Green Light, Mama and Me”

News & Calendar:

  • Go to RTSUtah.com to log your reading days for last week before Friday (OR if you have no access to internet, use the December calendar inside your planner; please do this before Monday morning each week.)
  • We are beginning Unit 3, “Around the Town,” which means for the next 5 weeks we still study and read about communities.

Main Objectives for this week:

Students will be able to…

… read and comprehend this week’s selection, “Red Light, Green Light, Mama and Me;” focusing on the comprehension strategy “Summarizing.”

… learn and use these new vocabulary words: community, practice, public, recognize, automatically, perched

… recognize and use comparative adjectives (using _er and _est, like the words colder and coldest) and articles (a, an, and the).

… read and retell the decodable stories #25: “Meet the Firefighters” and #26: “Try My Pie.”

… read and practice this week’s poem.


Objectives from our “Imagine It!” Program:3.1-Red Light, Green Light, Mama and Me

Reading Literature: 

  • I can find out more information about a topic by asking who, what, when, where, why, and how questions.
  • I can use illustrations and words in text to understand setting.
  • In stories, I can identify and understand key ideas and details by asking and answering questions and making connections.

Reading Foundational Skills:

  • I can read long /i/ vowel spellings in one and two-syllable words.
  • I can read irregularly spelled words both in isolation and in text.
  • I can fluently read on-level text focusing on expression when reading dialogue.
  • I can use context clues to help me figure out word meanings.


  • I can investigate a topic through discussion.
  • I can answer questions from my own experience as well as other sources.

Speaking and Listening:

  • I can follow rules for participating in discussions including listening, asking appropriate questions, building on others comments, and staying on topic.
  • I can retell key ideas and details from text read aloud, in whole group, or other presented media.
  • I can tell a story aloud and include appropriate facts about characters, setting, and plot and speak in complete sentences.
  • I can correctly phrase questions in order to gather more information.


  • I can follow spelling rules and patterns for long /i/ vowel spellings.
  • I can identify and use context clues to find the meanings of unknown or multiple meaning words.
  • I can connect content vocabulary with the theme and selections to deepen my understanding of words.
  • I can use words and phrases acquired through conversations, reading, being read to, and responding to texts.

 Spelling Words for this Week:

  1. pie
  2. fly
  3. shy
  4. lie
  5. try
  6. night
  7. pile
  8. child
  9. right
  10. mice
  11. recognize
  12. skyscraper
  13. style
  14. knight
  15. mighty

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 2.7:    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:    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 2.7:    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:    Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

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

SL 2.4:    Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

SL 2.6:    Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 for specific expectations.)

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.

L 2.5:      Demonstrate understanding of word relationships and nuances in word meanings.

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:

Can you list 2 examples of comparative adjectives with _er and _est, OTHER than the 2 examples I gave you above?

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