Week 25- Finish 4.5, and Start 4.3: “How to Hide and Octopus”

News & Calendar:

  • Log your “Reading Days” Homework from last week on 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.
  • This Wednesday we will be doing the next step for our pet rocks now that they are painted: decorating them to look like our animals. If there are any parents who are willing to come in and help work with students one-on-one to attach decorations, let me know! Blue class will be from 11-11:45 a.m., and Red class from 1-1:45 p.m. Any help is appreciated, but we could especially use any parents who are artistic, creative, and or good with a hot glue gun! 🙂

Main Objectives for this week:4.3-How to Hide an Octopus

Students will be able to…

… read and comprehend this week’s selection, “How to Hide an Octopus,” focusing on the comprehension skill “Fact and Opinion.”

… learn and use these new vocabulary words: survive, delay, designed, glides, proceeds, fade, and creatures.

… learn about and use conjunctions and compound sentences.

… read and retell the decodable story #38: “Animal Expert in Outer Space.”

… read and practice this week’s poem: “I am Lucky.”

…continue researching for and drafting our “Pet Rock” trading cards.


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

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

I can understand and discuss how images explain, contribute to and clarify informational text.

I can identify key points that support the author’s main message.

I can comprehend informational texts by clarifying, making connections, and summarizing while I read.


Reading Foundational Skills:

I can understand what I read.

I can correct myself if I make a mistake when I read.

I can read the prefixes dis- and un- , both in isolation and in text.

I can read irregularly spelled words both in isolation and in text.

To comprehend, I can identify the purpose of a text.

I can fluently read Informational text focusing on pace and punctuation.

I can use context clues to help me figure out word meaning.



I can write a book review that introduces the book, states an opinion, 2 supporting reasons for the opinion, linking words, and a concluding statement.

I can improve my summary by revising and editing content, spelling, punctuation, and capitalization.

In a group, I will ask questions about my research topic using the words who, what, where, when, and why.


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 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 -(This week is a review of the past three spelling units.)

  1. blue
  2. plow
  3. cool
  4. scout
  5. books
  6. rude
  7. frown
  8. cookie
  9. count
  10. duty
  11. looser
  12. snowplow
  13. shampoo
  14. however
  15. allowed


Spelling Homework this Week:

Monday– “Copy 3x”= copy the words you missed on the pretest 3 times
Tuesday-Wednesday– Choose any two:

“ABC Order”= list the spelling words in ABC order

“Syllables”= sort your words by how many syllables are in the words.  For words that have more than one, place a large dot or slash in between each syllable, such as “ba/sic”
“Quiz”= have a partner quiz you on the words
Thursday– Test!



Common 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.

RI 2.4:    Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

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

RI 2.7:     Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

RI 2.8:     Describe how reasons support specific points the author makes in a text.

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.

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:

What day will we be doing the next step for our “Pet Rocks?”

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