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.
- THANK YOU to everyone who came for an S.E.P. conference last week! We always enjoy getting to visit with each family to celebrate successes and set new goals.
- THANK YOU to each of the parents and other family members who donated items for our Valentine’s party, and also those who came to help at the party last Thursday! It was so much fun thanks to all of your help!
- We have a spelling test this Thursday: on the words that were sent home last week.
- Last week’s homework was sent home on Wednesday, and is due this Friday, February 20th.
Main Objectives for this week:
Students will be able to…
… read and comprehend this week’s selection, “I See Animals Hiding,” focusing on the comprehension strategy “Visualizing.”
… learn and use these new vocabulary words: invisible, unaware, protective, coloration, imitator, available , and natural.
… learn to use colons.
… read and retell the decodable story #37: “A Plant that Acts Like an Animal.”
… read and practice this week’s poem.
…continue our “Pet Rocks” & animal report projects.
Objectives from our “Imagine It!” Program:
Reading Literature:
- I can comprehend stories and poems independently.
Reading Informational Text:
- I can state the main idea of the paragraphs within the text.
- I can use context clues and word structure to figure out the meaning of words and phrases.
- I can compare/contrast which facts are the same or different in two texts on the same subject.
- I can read and understand informational texts at my grade level.
Reading Foundational Skills:
- I can understand what I read.
- I can correct myself if I make a mistake when I read.
Writing:
- I can revise my writing to make sure I stay on topic and develop my characters, setting, and plot.
- I can use digital tools to finish and share my work.
- I can work with others to confirm or revise our inquiry research.
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 record my story using a computer or other digital recorder to share with others.
Language:
- I can use plural nouns that don’t follow the rules, like “feet, children, teeth, and fish”.
- I can spell words using patterns.
- I can figure out the meaning of a word by knowing the meaning of parts of the word (word structure).
Spelling
- town
- loud
- ouch
- down
- now
- round
- crowd
- sound
- hour
- howl
- downcurve
- somehow
- outside
- shower
- birdhouse
***YOU WILL HAVE HAD 1 1/2 WEEKS to work on this homework; you get to choose which days you practice.***
SPELLING HOMEWORK:
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 list 5 plural words, including some that do not have “s” on the end?