Week 1 - Objectives

Even though this is the 3rd week of school, objectives will be listed according to the week of the Imagine It reading lessons.

Unit 1:  Lesson 1 Because of You 9/8 - 9/11
Preparing to Read	Read & Respond	Language Arts
Long /a/   spelled a and a_e Long /i/   spelled i and i_e High Frequency Words ate, gave, find, kind, made, white	Comprehension Strategies: - Asking Questions - Making Connections Comprehension Skills: - Main Ideas/Details Vocabulary - care - feelings - kind - precious  - share	Spelling mild  pilot  time  ride  kind care  lady  bake  sale  able Grammar - Common/Proper Nouns Study Skill – ABC Order Narrative Writing (see writing rubric below)

VOCABULARY

Optional Enrichment Activity for Home

feelings
Definition
Sentence
Part of Speech	Noun	Adjective	Verb	Adverb

kind
Definition
Sentence
Part of Speech	Noun	Adjective	Verb	Adverb

precious
Definition.
Sentence
Part of Speech	Noun	Adjective	Verb	Adverb

care
Definition .
Sentence
Part of Speech	Noun	Adjective	Verb	Adverb

share
Definition
Sentence
Part of Speech	Noun	Adjective	Verb	Adverb

L.2.1.f

Produce and expand complete simple and compound sentences

The boy watched the movie

The little boy watched the movie.

Sam likes pepperoni pizza.

Max likes sausage pizza.

Sam likes pepperoni pizza, and Max likes sausage pizza.

L.2.2.a

Capitalize holidays, product names, and geographic names.

2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

2.OA.2 Fluently add and subtract within 20 using mental strategies.

Civics and Government

2.C&G.2 Understand the roles and responsibilities of citizens.

2.C&G.2.1 Exemplify characteristics of good citizenship through historical figures and everyday citizens.

2.C&G.2.2 Explain why it is important for citizens to participate in their community.

KEY WORDS 

Community - people who work and play together

Citizens - the people who live in and belong to a community

Responsibility - something that a person should take of or do

Volunteers - people who work without getting paid
Consequence - what happens because of what a person does

Happy Kids - Boys                                  Emotion Freida                                 Emotion Freddy

                                                                       
Lettering Delights Graphics:
Old School
Grown Up Girls
Grown Up Boys
Mommy & Me In-a-Tree


Lettering Delights Alphabets
Apple a Day
Chillin
When I Grow Up
Woodsy

Week 1 - Homework

Week 1 - Sunshine Math - OPTIONAL Enrichment Activities to Complete at Home

Sunshine Math

Week 1

Imagine It - Unit 1 OPTIONAL Information

Imagine It is the reading series we use.  

There will be six units with five lessons each.  

I will post objectives each week according to which unit and lesson we are on.

Imagine It! Reading and Language Arts
Unit 1:  Kindness 6 lessons in 6 weeks
In this unit students begin to understand that characters are people and animals who are involved in a story.  Character development is discussed in terms of the character’s reaction to what is taking place in the story. Students can identify the lesson the character learned. They will ask and answer questions to clarify or gain more information.  Students will engage in narrative writing that incorporates sequenced events, details that describe thoughts and action, and a clear sense of closure.
Common Core State Standards
Reading	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.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. 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. RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. RI.2.1 Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI. 2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
Language	L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.       d. Form and use past tense of frequently occurring irregular verbs (e.g., sat, hid, told). 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.      a. Use sentence-level context as a clue to the meaning of a word or phrase.      e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.      a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). 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).
Writing	W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. 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.2.5 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 observation). W.2.8 Recall information from experiences or gather information from provided sources to answer a question.
Foundational Skills
Phonics/Word Recognition		Fluency
F.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.   a. Distinguish long and short vowels when reading regularly spelled one-syllable words.   b. Know spelling-sound correspondences for additional common vowel teams.   c. Decode regularly spelled two-syllable words with long vowels.   d. Decode words with common prefixes and suffixes.   e. Identify words with inconsistent but common spelling-sound correspondences.   f. Recognize and read grade-appropriate irregularly spelled words.		F.2.4 Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Clip art and graphics by:                   Halloween Town