Week 11 Objectives

 

Vocabulary
practice - v.	to do something over and over to gain skill
public – adj.	for all the people
recognize – verb	to know and remember from before
automatically – adv.	working by itself
perched - verb	to stand, sit, or rest on a raised place

Spelling Words & Challenge Words Long I spelled:
_igh	I	i_e	y	_ie
night	child	pile	fly	pie
right		mice	shy	lie
knight		recognize	try
mighty			skyscraper
			style

We will finish up with…

Measure and estimate lengths in standard units.
CCSS.MATH 2.MD.A.1	CCSS.MATH 2.MD.A.2	CCSS.MATH 2.MD.A.3	CCSS.MATH 2.MD.A.4
Measure and estimate lengths in standard units. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.	Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.	Estimate lengths using units of inches, feet, centimeters, and meters.	Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.

Begin…

Represent and Interpret Data.
CCSS.MATH.CONTENT.2.MD.D.9	CCSS.MATH.CONTENT.2.MD.D.10
Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.	Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

MATH CHALLENGE - optional

SOCIAL STUDIES

We will finish with - Understand the Purpose of Governments
Explain government services and their value to the community. 
Explain how government establishes order, provides security, and establishes laws.

On Monday, I will send home the social studies sheets that we have read and highlighted important information. Review pages 52-54 because we will have a quick assessment on Wednesday.



Begin - Economics and Financial Literacy

Understand basic economic concepts.

Give examples of ways in which businesses in the community meet the needs and wants of consumers.

Explain the roles and impact producers and consumers have on the economy.

Summarize the concept of supply and demand.

Explain why people and countries around the world trade for goods and services.

Explain how money is used for saving, spending, borrowing and giving.

Summarize the role of financial institutions relative to savings.

Unit 3 - Imagine It Objectives OPTIONAL INFO

Imagine It! Reading and Language Arts
Unit 3:  Around the Town This unit focuses on various places within a community and promotes deeper understanding of the function of these places.
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.2.3 Describe how characters in a story respond to major events and challenges. 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 2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. RL 2.7 Use information gained from illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. 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.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures 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.2.8 Describe how reasons support specific points the author makes in a text. RI 2.9 Compare and contrast the most important points presented by two texts on the same topic.
Language	L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.      f. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie;           The little boy watched the movie; The action movie was watched by the little boy). L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.      c. Use an apostrophe to form contractions and frequently occurring possessives. 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).
Writing	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.2.7 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).
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 e. Identify words with inconsistent but common spelling-sound correspondences. f. Recognize and read grade-appropriate irregularly spelled words.