Main Objectives for this week:
Students will be able to…
… read and comprehend this week’s selection, “Brave as a Mountain Lion,” focusing on the skill “Author’s Purpose.”
… learn and use these new vocabulary words:
reservation, dreaded, qualified, mysterious, mountain lion, stomping, and inform.
… make connections between related words & word families.
… work with verb tenses.
… read and retell the decodable story #44: “Brave After All.”
… read and practice this week’s poem: “Never Mind, March”
… start to brainstorm about our “Intelligence Preferences” project.
Objectives from our “Imagine It!” Program:
Reading Literature:
I can ask and answer questions to show I understand important details in a story.
I can describe how characters respond to events and challenges in Narrative text.
I can describe how repeated lines create ideas and feelings in poetry.
I can identify and describe the structure of a story.
I can use different voices for characters.
I can use illustrations and text to tell about the characters, setting, and plot of a story or poem.
I can read and understand poetry.
Reading Foundational Skills:
I can read the vowel teams /aw/ and /oi/ both in isolation and in text.
To comprehend, I can identify the purpose of a text, and check my understanding throughout my reading.
I can read text with purpose and understanding.
I can fluently read on-level text focusing on expression.
Writing:
I can write a narrative using the writing process.
I can identify dialogue that can be revised to become more vivid.
I can strengthen my writing by editing spelling, punctuation, and grammar.
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 speak clearly, at an appropriate pace, and use synonyms and antonyms when I share experiences.
I can tell a story or recount and experience with relevant facts and details.
Language:
I can use past, present, and future tense verbs when writing or speaking.
I can spell words using /aw/ and /oi/ spelling patterns.
I can use what I know about speaking and writing, to communicate appropriately with others.
I can identify base words and their meanings and use them to determine the meaning of other words.
I can use context, affixes, root words, or compound words to clarify the meaning of unknown words.
I can discover and use new words and phrases through reading, listening, and conversation.
Spelling– ONLY for reviewing in class; NO TEST this week
- loyal
- noise
- lawn
- haul
- point
- oyster
- thoughts
- naughty
- stalk
- recall
- walnut
- ointment
- rejoice
- because
- disappoint
Spelling Homework this week:
NO spelling homework or test this week; the words are just for review during class.
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. (T389-T402)
RL 2.3: Describe how characters in a story respond to major events and challenges. (T385, T406, T408-T409)
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. (T468- T469)
RL 2.6: Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. (T407-T449)
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. (T421, T435)
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. (T382-T389, T398-T405, T468-T471)
RF 2.3.b: Know spelling-sound correspondences for additional common vowel teams. (T370-T371)
RF 2.4.a: Read on-level text with purpose and understanding. (T375, T439)
RF 2.4.b: Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. (T407)
W 2.5: With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. (T460-T461, T466-T467)
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). (T390-T391, T458-T459)
SL 2.1.a: Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion. (T406)
SL 2.4: Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. (T445)
L 2.1.d: Form and use the past tense of frequently occurring irregular verbs (e.g, sat, hid, told). (T412-T413)
L 2.2.d: Generalize learned spelling patterns when writing words (e.g., cage – badge; boy – boil). (T427)
L 2.3.a: Compare formal and informal uses of English. (T458-T459)
L 2.4.c: Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). (T414-T415, T431)
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). (T376-T377, T406)
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:
This week’s “concept word” is the word “advice.” What is some advice that your mom, dad, or other guardian has given you? And did it take courage to follow that advice, or was it easy?