News & Calendar:
- Log your “Reading Days” Homework from last week on www.RTSUtah.com or record in your planner on the February calendar ASAP if you haven’t already. The goal is to have them in before Monday each week.
- The students did so well on last week’s pretest that we don’t need a posttest on those words! I will give a new pretest next Tuesday, and the posttest for those words will be Thursday, February 19th. We will send homework this Wednesday to be returned a week and a half later on February 20th.
- THANK YOU to everyone for signing up for an S.E.P. conference! We now have 100% signed up! We will see you there on either Tuesday, Wednesday, or Thursday the 10th, 11th or 12th. If your conference is during the day on Tuesday, go through the office and they will direct you where to go. If your appointment is in the evening, meet us in the gym. Make sure you are on time for your appointment, since each time slot is only 10 minutes long and we don’t want you to miss any of your time!
- We will be preparing to make our Pet Rocks over the next week or so! We will be painting & gluing to make them look like “real” animals! We could use these donations brought in sometime this week: packages of googly eyes, feathers, fuzzy pipe cleaners of various colors, fake fur from the craft section, etc. that could be used to decorate our rocks.
- Don’t forget to bring your decorated Valentine Box to school on Thursday the 12th!
- These are some things we could use for our Valentine’s Party next Thursday: total of 2 packages of Red Licorice Lace, and 2 bags of Conversation hearts. Let me know if you are able to donate one of these.
- This Thursday is a short day since there is no school on Friday. There is also no school next Monday 2/16 for President’s Day.
Main Objectives for this week:
Students will be able to…
… read and comprehend this week’s selection, “How the Guinea Fowl Got Her Spots,” focusing on the comprehension strategy “Predicting.”
… learn and use these new vocabulary words: adapt, delicate, reeds, bank, admired, temper, and glossy.
… recognize and use imperatives, antonyms, and synonyms.
… read and retell the decodable story #36: “Mr. Brown Sees the World.”
… read and practice this week’s poem: “Valentine, Valentine.”
…continue our “Pet Rocks” project.
Objectives from our “Imagine It!” Program:
Reading Literature:
I can independently comprehend stories by making connections, predicting, and asking and answering questions.
Reading Informational Text:
I can compare and contrast the important points in two texts on the same topic.
Reading Foundational Skills:
I can identify ow and ou_ vowel teams both in isolation and in text.
I can independently read the prefixes mis- and mid- in isolation and in front of base/root words.
To comprehend, I can identify the purpose of a text.
I can fluently read on-level text focusing on expression.
Writing:
I can write a Folktale that has a beginning, middle, and end, uses temporal words, characters (animals or inanimate objects that speak) , and a lesson or moral.
In a group, I will research my question using a variety of sources (e.g., nonfiction, textbooks, safe web sites, and observations).
I can answer questions from my own experiences or from a variety of sources (books, ask someone, website).
Speaking and Listening:
In a group, I can ask questions to better understand topics and text.
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 ask and answer questions about what a speaker says to help me understand what has been said or to learn more.
I can use complete sentences during group discussions and when I answer questions.
Language:
I can make my writing more interesting by changing how each sentence begins.
I can spell words using the pattern /ow/ spelled ow, and ou_.
I can use what I know about speaking and writing, to communicate appropriately with others.
I can figure out the meaning of a word by knowing the meaning of parts of the word (prefixes).
I can discover new words and phrases through reading, listening, and conversation and use them when speaking and writing.
I can use apposition to find the meanings of words.
Spelling
- town
- loud
- ouch
- down
- now
- round
- crowd
- sound
- hour
- howl
- downcurve
- somehow
- outside
- shower
- birdhouse
***YOU HAVE 1 1/2 WEEKS to work on this homework; you get to choose which days you practice.***
Monday (if not sooner)– “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 2.10: 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.
RI 2.9: Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
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 2.3: 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.
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 2.3: Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
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 2.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L 2.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L 2.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening
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 2.6: 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 give me an example of two synonyms (words that mean the same) and two antonyms (opposites)?