Loudon Elementary School

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Classroom Activities and Assignments

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Past Assignments

Due:

Big Reading Question:

How was Mount Rushmore created?

 

Vocabulary Word:

carved:  cut out

determined: firmly trying to follow through with a decision

mines: places where people dig in the ground to remove coal and other minerals

sculptor: someone who shapes things into objects or designs

 

Fundations Practice:

Blending, reading, and spelling CVC words and words with digraphs

Reading sentences with trick words

Three of the cars are red.

What will you do this summer?

 

Writing Activity (In Class):

Students will write to explain how Mount Rushmore was created.

 

At Home:

Read a book with your child.  Have your child identify sight words they see in the book.  Ask your child to tell you what happened at the beginning, middle, and end of the story.

 

Read trick words: under, what, our, went, black, brown, white, red, yellow, blue, gray, pink, green, orange, purple, zero, one, two, three, four, five, six, seven, eight, nine, ten

Due:

Big Reading Question:

How did Barack Obama become president?

 

Vocabulary Word:

accomplishment:  something that was done successfully or well

ancestors: family members from the past

humble: not high in rank or status: modest

politics: the work or study of government

 

Fundations Practice:

Blending, reading, and spelling CVC words and words with digraphs

 

Reading sentences with trick words

We said it was time to go home.

My dad can ride on the boat.

 

Writing Activity (In Class):

Students will write to explain how Barack Obama became president.

 

At Home:

Read the book Play with your child.  Have your child identify sight words they see in the book.  Ask your child to tell you what happened at the beginning, middle, and end of the story.

 

Read trick words: under, what, our, went, black, brown, white, red, yellow, blue, gray, pink, green, orange, purple, zero, one, two, three, four, five, six, seven, eight, nine, ten

Due:

Big Reading Question:

How did Teddy Roosevelt’s early life help him be a better president?

 

Vocabulary Word:

compassion:  a feeling of concern for others

education: the act or process of acquiring knowledge

expert: someone who knows a lot about a subject

governor: the elected leader of a state

judge: to form an opinion about a person or a situation

 

Fundations Practice:

Blending, reading, and spelling CVC words and words with digraphs

 

Reading sentences with trick words

Our cat has two black kittens and four white kittens.

The green frog will jump over the brown log.

 

Writing Activity (In Class):

Students will write to describe what made Teddy Roosevelt a good president.

 

At Home:

Read the book Play with your child.  Have your child identify sight words they see in the book.  Ask your child to tell you what happened at the beginning, middle, and end of the story.

 

Read trick words: under, what, our, went, black, brown, white, red, yellow, blue, gray, pink, green, orange, purple, zero, one, two, three, four, five, six, seven, eight, nine, ten

Due:

Big Reading Question:

What was the importance of the item in President Lincoln’s hat?

 

Vocabulary Word:

proclaim:  to announce for the public to hear

reputation: the main quality seen by others about a person

serious: not cheerful or smiling

 

Fundations Practice:

Blending, reading, and spelling CVC words and words with digraphs

 

Reading sentences with trick words

I went under the green gate.

She gave me nine pieces of candy.

 

Writing Activity (In Class):

Students will write to tell the importance of the item in President Lincoln’s hat.

 

At Home:

Read the book Play with your child.  Have your child identify sight words they see in the book.  Ask your child to tell you what happened at the beginning, middle, and end of the story.

 

Read trick words: under, what, our, went, black, brown, white, red, yellow, blue, gray, pink, green, orange, purple, zero, one, two, three, four, five, six, seven, eight, nine, ten

Due:

We had a great day at the Creative Discovery Museum.  Ask your child what they enjoyed most about the Museum? 

Due:

Big Reading Question:

Why did Thomas Jefferson’s talent make him a good leader?

 

Vocabulary Words:

admired:  thought of with respect; looked up to

authors: writers of books, reports, or articles

colonists: a group of people who live in a colony in a new country or area, but are still ruled by the country they came from

declaration: a statement or announcement

independence: freedon from the control of another

 

Fundations Practice:

Blending, reading, and spelling CVC words and words with digraphs

Reading sentences with trick words

I have a dog and a cat.

What kind of dog do you have?

 

Writing Activity (In Class):

Students will write to explain how Jefferson’s talent made him a good leader.

 

At Home:

Read a book with your child.  Have your child identify sight words they see in the book.  Ask your child to tell you what happened at the beginning, middle, and end of the story.

 

Read trick words: under, what, our, went, black, brown, white, red, yellow, blue, gray, pink, green, orange, purple, zero, one, two, three, four, five, six, seven, eight, nine, ten

Due:

Big Reading Question:

How did George Washington help change the soldiers’ feelings of anger to understanding?

 

Vocabulary Words:

convince:  to make someone believe something is true

defeated: beaten in a game, contest, or battle

monarchy: a form of government led by a king or queen

rule: the control over an area or a group of people

spectacles: eyeglasses

 

Fundations Practice:

Blending, reading, and spelling CVC words and words with digraphs

 

Reading sentences with trick words

I have a dog and a cat.

What kind of dog do you have?

 

Writing Activity (In Class):

Students will write to explain how the soldiers’ feelings changed.

 

At Home:

Read the book Jump with your child.  Have your child identify sight words they see in the book.  Ask your child to tell you what happened at the beginning, middle, and end of the story.

 

Read trick words: under, what, our, went, black, brown, white, red, yellow, blue, gray, pink, green, orange, purple, zero, one, two, three, four, five, six, seven, eight, nine, ten

Due:

Big Reading Question:

How did George Washington and Henry Knox trick the British army?

 

Vocabulary Word:

captured:  took control of a person, thing, or area

clever: smart

colonel: an army officer who answers to a general

general: an army officer who is in charge of the soldiers

supplies: resources that are available for use

 

Fundations Practice:

Blending, reading, and spelling CVC words and words with digraphs

 

Reading sentences with trick words

She is glad to have an orange and white cat.

The cat can chase the mice.

 

Writing Activity (In Class):

Students will write to describe how George Washington and Henry Knox trick the British army and win back the city of Boston?

 

At Home:

Read the book Jump with your child.  Have your child identify sight words they see in the book.  Ask your child to tell you what happened at the beginning, middle, and end of the story.

 

Read trick words: under, what, our, went, black, brown, white, red, yellow, blue, gray, pink, green, orange, purple, zero, one, two, three, four, five, six, seven, eight, nine, ten

Due:

Big Reading Question:

What does the legend of George Washington tell us about him?

 

Vocabulary Word:

confession:  a statement that admits something or says that a person did something wrong

honest: truthful; trustworthy

legend: a very old story or a set of stories that are not completely true

national: having to do with or belonging to a nation

respect: to think well of someone because of something he or she did; to admire

 

Fundations Practice:

Blending, reading, and spelling CVC words and words with digraphs

 

Reading sentences with trick words

The man did a good job.

He can go to his home.

 

Writing Activity (In Class):

Students will write three facts about Washington, D.C. from today’s read aloud.

 

At Home:

Read the book Jump with your child.  Have your child identify sight words they see in the book.  Ask your child to tell you what happened at the beginning, middle, and end of the story.

 

Read trick words: under, what, our, went, black, brown, white, red, yellow, blue, gray, pink, green, orange, purple, zero, one, two, three, four, five, six, seven, eight, nine, ten

Due:

Big Reading Question:

How are presidents different from kings and queens?

Vocabulary Word:

capital:  the city where most of the decisions that affect a state or country are made

liberties: freedoms

monuments: statues or buildings made to honor important people or events

nation: a country

president: the elected leader of a country or group

symbol: a sign or object that stands for something else

Fundations Practice:

Blending, reading, and spelling CVC words and words with digraphs

Reading sentences with trick words

I have a dog and a cat.

What kind of dog do you have?

Writing Activity (In Class):

Students will write a topic sentence about George Washington.

At Home:

Read a book with your child.  Have your child identify sight words they see in the book.  Ask your child to tell you what happened at the beginning, middle, and end of the story.

Read trick words: under, what, our, went, black, brown, white, red, yellow, blue, gray, pink, green, orange, purple, zero, one, two, three, four, five, six, seven, eight, nine, ten

Due:

Big Reading Question:

How can we take care of our planet?

Fundations:

Blending, reading, and spelling CVC words and words with digraphs

Trick word practice:

We can have one candy.

Bring one bone to the puppy.

I have a toy for you.

Sentence structure

Writing Activity (In Class):

Students will continue their writing to tell how we can take care of the earth.

At Home:

Read Dad Did with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Have your child read these sentences:

The cat hid in the box.

I see the red bike.

Read trick words:  under, what, our, went, black, brown, white, red, yellow, blue, gray, pink, green, orange, purple, zero, one, two, three, four, five, six, seven, eight, nine, ten

Due:

Big Reading Question:

How can we take care of our planet?

Vocabulary Words:

carpool: to travel in a car with other people, sharing the costs and often taking turns as the driver

effort: a serious attempt; a try

organize: to plan an activity

Fundations:

Blending, reading, and spelling CVC words and words with digraphs

Reading with fluency/scooping sentences

Sentence dictation

Writing Activity (In Class):

Students will write to tell how we can take care of our planet.    

At Home:

Read Dad Did with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Say the sentence below to your child.  Have your child your child write the sentence.

Mom had a sip of pop.

Read trick words:  under, what, our, went, black, brown, white, red, yellow, blue, gray, pink, green, orange, purple, zero, one, two, three, four, five, six, seven, eight, nine, ten

Due:

Big Reading Question:

Where are the places that Willy the water drop traveled?

Vocabulary Words:

evaporate: to turn from a liquid into a gas

pollutants: harmful things that make the air, land, or water dirty

reservoirs: places where water is collected and stored for use

supply: the amount of something that is available for use

Fundations:

Blending, reading, and spelling CVC words and words with digraphs

Review trick word: one

Sentence dictation

Writing Activity (In Class):

Students will draw and write to tell about Willy the water drops journey.  Students will use time order words to describe the journey. (first, next, then, last)

At Home:

Read Dad Did with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Say the sentence below to your child.  Have your child write the sentence.

Tom had a quiz.

Read trick words:  under, what, our, went, black, brown, white, red, yellow, blue, gray, pink, green, orange, purple, zero, one, two, three, four, five, six, seven, eight, nine, ten

Due:

Big Reading Question:
How is air pollution harmful, and how can we improve our air?
 
Vocabulary Word:
exhaust: the waste that goes into the air from cars and other machines
 
Fundations:
Reading with fluency/scooping sentences
Sentence dictation
 
Writing Activity (in class):
Students will write to tell how we can reduce air pollution.
 
At Home:
Read Rip with Rap with your child.
 
Say the sentence below.  Have your child write the sentence.
 
The rat sat in the mud.

Due:

Big Reading Question:
What are the different types of pollution?
 
Vocabulary word:
pollution: the introduction of something harmful into the air, water, or land that doesn't belong there
 
Fundations:
Blending, reading, and spelling CVC words and words with digraphs
Review trick word: do
 
Writing Activity (in class):
Students will draw and write to tell about water, air, and land pollution.
 
At Home:
Read Rip with Rap.
Say the sentence below.  Have your child write the sentence.
 
The fox is in the pen.
 
Review trick words using list in INDIAN Notebook.

Due:

Big Reading Question:
What are the steps in the process of composting?
 
Vocabulary Word:
compost: a mixture of decaying foods and other natural things, like leaves and grass clippings, that eventually turn into soil
 
Fundations Practice:
Blending, reading, and spelling CVC words and words with digraphs
Reading with fluency/scooping sentences
 
Writing Activity (In Class):
Students will draw and write about one thing they could compost and one thing they could not compost.
 
At Home:
Read Rip with Rap with your child.
Dictate the following sentence to your child.  Have your child write the sentence:
 
Deb had a bad cut.
 
Practice trick words using list located inside INDIAN Notebook.
 

Due:

Big Reading Question:

What different steps happen when something is recycled?

Vocabulary Word:

aluminum:  a type of metal used to make cans, foil, etc.

furnace: a large oven in which a great amount of heat is produced

solution: an answer to a problem

sorted: separated into different groups according to certain characteristics or features

Fundations Practice:

Blending, reading, and spelling CVC words and words with digraphs

Reading sentences with trick words

I have a dog and a cat.

What kind of dog do you have?

Writing Activity (In Class):

Students will choose something from the read aloud that can be recycled and explain the steps involved in the recycling process.

At Home:

Read a book with your child.  Have your child identify sight words they see in the book.  Ask your child to tell you what happened at the beginning, middle, and end of the story.

Use the attached chart to practice the letter names and sounds with your child.

Read trick words: under, what, our, went, black, brown, white, red, yellow, blue

Due:

Big Reading Question:

How can reduce, reuse, and recycle help protect our natural resources?

Vocabulary Words:

action: something you do

generate: to make; to create

products: things that are made

recycle: to turn trash into something else to be used

reduce: to use less of something

Fundations:

Blending, reading, and spelling CVC words and words with digraphs

Trick word practice; my, by

Sentence structure

Writing Activity (In Class):

Students will write to tell why it is important to reduce, reuse, and recycle and how that helps protect our natural resources.

At Home:

Read Nat! with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Have your child read these sentences:

The book is by me.

He has my bike.

Read trick words:  under, what, our, went, black, brown, white, red, yellow, blue

Due:

Big Reading Question:

What are the natural resources and how can people use them?

Vocabulary Words:

conserve: to protect something; to save something

decayed: rotten; decomposed

natural resources: things found in nature, such as land, water, and air, that are valuable and of great importance to people

oxygen: the part of the air we breathe that is needed to keep people alive

Fundations:

Blending, reading, and spelling CVC words and words with digraphs

Reading with fluency/scooping sentences

Sentence dictation

Writing Activity (In Class):

Students will use a four square graphic organizer to draw and label 4 natural resources described in the read aloud.   

At Home:

Read Nat! with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Say the sentence below to your child.  Have your child your child write the sentence.

The wig is on Viv.

Read trick words:  under, what, our, went, black, brown, white, red, yellow, blue

Due:

Big Reading Question:

What happens to garbage after you throw it away?

Vocabulary Words:

decompose: to rot and fall apart into tiny pieces

dumpster: a very large trash container, usually located near large buildings, such as apartment buildings, stores, schools, and restaurants

hazardous: very dangerous; able to hurt or harm people

landfill: a place where large amounts of garbage are dumped and/or buried

Fundations:

Blending, reading, and spelling CVC words and words with digraphs

Review trick words: by, my

Sentence dictation

Writing Activity (In Class):

Students will write to tell what happens to garbage after it is thrown away.

At Home:

Read Nat! with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Say the sentence below to your child.  Have your child write the sentence.

Beth had a pet

Read trick words:  under, what, our, went, black, brown, white, red, yellow, blue

Due:

Big Reading Question:

What are the three substances that make up the Earth, and why are they important to people?

Vocabulary Words:

creatures: living beings, such as animals and/or people

Earth: the planet that we live on; the world

outer space: the area beyond Earth

responsibility: something that a person is expected to do

surface: the outside layer of something

Fundations Practice:

Blending, reading, and spelling CVC words and words with digraphs

Reading with fluency/scooping sentences

Writing sentences from dictation

Writing Activity (In Class):

Students will draw and write about the three substances of the Earth.

(The Earth is made up of …)

At Home:

Read Nat! with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Practice writing the alphabet from memory.  Have your child tell you the sound each letter makes.

Dictate the following sentence to your child.  Have your child write the sentence:

Did Jack hit his chin?

Read trick words:  under, what, our, went, black, brown, white, red, yellow, blue

Due:

Big Reading Question:

How can I use writing to express my opinion about the characters and events of a text?

Vocabulary Word:

opinion: how you feel about something

Fundations Practice:

Blending, reading, and spelling CVC words and words with digraphs

Reading sentences with trick words:

I have a gift from my mom.

Writing Activity (In Class):

Students will write their opinion of their favorite part of the story, using text evidence to support their opinion.

At Home:

Read a book with your child.  Have your child identify sight words they see in the book.  Ask your child to tell you what happened at the beginning, middle, and end of the story.

Use the attached chart to practice the letter names and sounds with your child.

Read trick words: under, what, our, went, black, brown, white

Due:

Big Reading Question:

How can I strengthen my writing by adding details?

Fundations:

Blending, reading, and spelling CVC words and words with digraphs

Trick word practice:

The book is from Meg.

Was this from you?

Sentence structure

Writing Activity (In Class):

Students will participate in conferences with the teacher and their peers to give and receive feedback about their writing.  Students will use the feedback to help improve their writing by editing and adding details as needed.

At Home:

Read Tim and Sam with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Have your child read these sentences:

Tom met Beth at the shop.

Jack met Bob at the dock.

Read trick words:  under, what, our, went, black, brown, white

Due:

Big Reading Question:

How can I strengthen my writing by adding details?

Fundations:

Blending, reading, and spelling CVC words and words with digraphs

Reading with fluency/scooping sentences

Sentence dictation

Writing Activity (In Class):

Students will participate in conferences with the teacher and their peers to give and receive feedback about their writing.  Students will use the feedback to help improve their writing by editing and adding details as needed.

At Home:

Read Tim and Sam with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Say the sentence below to your child.  Have your child your child write the sentence.

The fox is in the pen.

Read trick words:  under, what, our, went, black, brown, white

Due:

Big Reading Question:

How can sequencing an event from the text help me understand the characters in the text?

Fundations:

Blending, reading, and spelling CVC words and words with digraphs

Review trick word: from

Sentence dictation

Writing Activity (In Class):

Students will continue writing about what happened at the beginning, middle, and end of their favorite part of the text My Lucky Day.

At Home:

Read Tim and Sam with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Say the sentence below to your child.  Have your child write the sentence.

We sat on the rug.

Read trick words:  under, what, our, went, black, brown, white

Due:

Big Reading Question:

How can sequencing an event from the text help me understand the characters in the text?

Fundations Practice:

Blending, reading, and spelling CVC words and words with digraphs

Reading with fluency/scooping sentences

Writing sentences from dictation

Writing Activity (In Class):

Students will select their favorite part from the story My Lucky Day and write about what happened at the beginning, middle, and end of their favorite part.

At Home:

Read Tim and Sam with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Practice writing the alphabet from memory.  Have your child tell you the sound each letter makes.

Dictate the following sentence to your child.  Have your child write the sentence:

Sam sat in the sun.

Read trick words:  under, what, our, went, black, brown, white

Due:

Big Reading Question:

How can I use writing to express my opinion about the characters and events of a text?

Vocabulary Word:

opinion: how you feel about something

Fundations Practice:

Blending, reading, and spelling CVC words and words with digraphs

Reading sentences with trick words

I have a dog and a cat.

What kind of dog do you have?

Writing Activity (In Class):

Students will continue their narrative writing piece by writing their opinion of the story, using text evidence to support their opinion.

At Home:

Read a book with your child.  Have your child identify sight words they see in the book.  Ask your child to tell you what happened at the beginning, middle, and end of the story.

Use the attached chart to practice the letter names and sounds with your child.

Read trick words: under, what, our, went

Due:

Big Reading Question:

What lesson can we learn from the characters in the story My Lucky Day?

Fundations:

Blending, reading, and spelling CVC words and words with digraphs

Trick word practice; of, have

Sentence structure

Writing Activity (In Class):

Students will continue their narrative writing piece by writing to tell the lesson they learned from the characters in the story My Lucky Day.

At Home:

Read Tip and Pat with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Have your child read these sentences:

Can he have the gum?

What kind of gum do you like?

Read trick words:  under, what, our, went

Due:

Big Reading Question:

What happened at the beginning, middle, and end of the story My Lucky Day?

Vocabulary Words:

No new vocabulary words were introduced today.  Review these words:

struggle: to try extremely hard to achieve something, even though it is difficult

filthy: very dirty

tender: tender food is easy to cut and eat

prefer: if you prefer something, you like it better than something else

Fundations:

Blending, reading, and spelling CVC words and words with digraphs

Reading with fluency/scooping sentences

Sentence dictation

Writing Activity (In Class):

Students will continue their narrative writing piece by writing about what happened at the end of the story My Lucky Day.

At Home:

Read Tip and Pat with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Say the sentence below to your child.  Have your child your child write the sentence.

The cat hid in the box.

Read trick words:  under, what, our, went

Due:

Big Reading Question:

What happened at the beginning, middle, and end of the story My Lucky Day?

Vocabulary Words:

Please review these words:

preparing: getting ready to do something

startled: surprised because of an unexpected event

hauled: pulled with steady movement

useless: not useful or effective in any way

Fundations:

Blending, reading, and spelling CVC words and words with digraphs

Review trick words: of, have

Sentence dictation

Writing Activity (In Class):

Students will continue narrative writing piece by writing about what happened in the middle of the story My Lucky Day.

At Home:

Read Tim and Pat with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Say the sentence below to your child.  Have your child write the sentence.

Tom sat on the log.

Read trick words:  under, what, our, went

 

 

 

 

 

Due:

Big Reading Question:

What happened at the beginning, middle, and end of the story My Lucky Day?

Vocabulary Words:

preparing: getting ready to do something

startled: surprised because of an unexpected event

hauled: pulled with steady movement

useless: not useful or effective in any way

struggle: to try extremely hard to achieve something, even though it is difficult

filthy: very dirty

tender: tender food is easy to cut and eat

prefer: if you prefer something, you like it better than something else

Fundations Practice:

Blending, reading, and spelling CVC words and words with digraphs

Reading with fluency/scooping sentences

Writing sentences from dictation

Writing Activity (In Class):

Students will begin their narrative writing piece by writing about what happened at the beginning of the story My Lucky Day.

At Home:

Read Tim and Pat with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Practice writing the alphabet from memory.  Have your child tell you the sound each letter makes.

Dictate the following sentence to your child.  Have your child write the sentence:

Jim had the pup.

Read trick words:  under, what, our, went

Due:

Big Reading Question:

How can I use writing to express my opinion about the characters and events of a text?

Vocabulary Word:

opinion: how you feel or what you think about something

Fundations Practice:

Blending, reading, and spelling CVC words and words with digraphs

Reading sentences with trick words

This is John’s pencil.

Is it his eraser?

Writing Activity (In Class):

Students will conclude their narrative writing piece by writing their opinion of the story, using text evidence to support their opinion.

At Home:

Read a book with your child.  Have your child identify sight words they see in the book.  Ask your child to tell you what happened at the beginning, middle, and end of the story.

Use the attached chart to practice the letter names and sounds with your child.

Read trick words: under, what

Due:

Big Reading Question:

What lesson can we learn from the characters in the story Goldilocks and the Three Bears?

Fundations:

Blending, reading, and spelling CVC words and words with digraphs

Trick word practice; for, or

Sentence structure

Writing Activity (In Class):

Students will continue their narrative writing piece by writing to tell the lesson they learned from the characters in the story Goldilocks and the Three Bears.

At Home:

Read My Cap with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Have your child read these sentences:

Is this for John or Meg?

It was for John.

Read trick words:  under, what

Due:

Big Reading Question:

What happened at the beginning, middle, and end of the story Goldilocks and the Three Bears?

Vocabulary Words:

No new vocabulary words were introduced today.  Review these words:

peep: a quick and secret look at something or someone

startled: surprised because of an unexpected event

suddenly: very quickly and unexpectedly

wee: very small

Fundations:

Blending, reading, and spelling CVC words and words with digraphs

Reading with fluency/scooping sentences

Writing Activity (In Class):

Students will continue their narrative writing piece by writing about what happened at the end of the story Goldilocks and the Three Bears.

At Home:

Read My Cap with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Have your child tap out the sounds they hear in these words and then write the words:

nod  jab  big

Read trick words:  under, what

Due:

Big Reading Question:

What happened at the beginning, middle, and end of the story Goldilocks and the Three Bears?

Vocabulary Words:

Please review these words:

peep: a quick and secret look at something or someone

startled: surprised because of an unexpected event

suddenly: very quickly and unexpectedly

wee: very small

Fundations:

Blending, reading, and spelling CVC words and words with digraphs

Review trick words: or, for

Sentence dictation

Writing Activity (In Class):

Students will continue narrative writing piece by writing about what happened in the middle of the story Goldilocks and the Three Bears.

At Home:

Read My Cap with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Have your child tap out the sounds they hear in these words and then write the words:

rug  yes  nap

Read trick words:  under, what

Due:

Big Reading Question:

What happened at the beginning, middle, and end of the story Goldilocks and the Three Bears?

Vocabulary Words:

peep: a quick and secret look at something or someone

startled: surprised because of an unexpected event

suddenly: very quickly and unexpectedly

wee: very small

Fundations Practice:

Blending, reading, and spelling CVC words and words with digraphs

Reading with fluency/scooping sentences

Writing Activity (In Class):

Students will begin their narrative writing piece by writing about what happened at the beginning of the story Goldilocks and the Three Bears.

At Home:

Read My Cap with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Practice writing the alphabet from memory.  Have your child tell you the sound each letter makes.

Have your child tap out the sounds they hear in these words and then write the words:

Read trick words:  under, what

Due:

Reading:

In observance of Dr. Seuss’s birthday and Read Across America week, we are enjoying a variety of books written by Dr. Seuss. With each story, we are working on our writing and comprehension skills.  We are identifying story elements (characters, setting, plot), sequencing the events of the story, and comparing and contrasting.  Some of the books we are enjoying include The Cat in the Hat, Fox in Socks, One Fish, Two Fish, Red Fish, Blue Fish, and Green Eggs and Ham.

Fundations Practice:

Blending, reading, and spelling CVC words

Reading sentences with trick words

Are you okay?

I had an apple and an orange.

At Home:

Read a book with your child.  Have your child identify sight words they see in the book.  Ask your child to tell you what happened at the beginning, middle, and end of the story.

Use the attached chart to practice the letter names and sounds with your child.

Read trick words: so, too, soon, no, or, for, of, have, by, from, my, do, happy, one, did, get, on, this, will

Due:

Reading:

In observance of Dr. Seuss’s birthday and Read Across America week, we are enjoying a variety of books written by Dr. Seuss. With each story, we are working on our writing and comprehension skills.  We are identifying story elements (characters, setting, plot), sequencing the events of the story, and comparing and contrasting.  Some of the books we are enjoying include The Cat in the Hat, Fox in Socks, One Fish, Two Fish, Red Fish, Blue Fish, and Green Eggs and Ham.

Fundations:

Blending, reading, and spelling CVC words and words with digraphs

Tapping and reading nonsense words

whep   chuz   muth

At Home:

Read My Map with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Have your child tap out the sounds they hear in these words and then write the words:

neck  quack  shut

Read trick words:  so, too, soon, no, or, for, of, have, by, from, my, do, happy, one, did, get, on, this, will

Due:

Reading:

In observance of Dr. Seuss’s birthday and Read Across America week, we are enjoying a variety of books written by Dr. Seuss. With each story, we are working on our writing and comprehension skills.  We are identifying story elements (characters, setting, plot), sequencing the events of the story, and comparing and contrasting.  Some of the books we are enjoying include The Cat in the Hat, Fox in Socks, One Fish, Two Fish, Red Fish, Blue Fish, and Green Eggs and Ham.

Fundations:

Blending, reading, and spelling CVC words and words with digraphs

Scooping sentences into phrases

At Home:

Read My Map with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Have your child read these sentences:

Jack sat on the dock.

The cat is quick.

Read trick words:  so, too, soon, no, or, for, of, have, by, from, my, do, happy, one, did, get, on, this, will

Due:

Reading:

In observance of Dr. Seuss’s birthday and Read Across America week, we are enjoying a variety of books written by Dr. Seuss. With each story, we are working on our writing and comprehension skills.  We are identifying story elements (characters, setting, plot), sequencing the events of the story, and comparing and contrasting.  Some of the books we are enjoying include The Cat in the Hat, Fox in Socks, One Fish, Two Fish, Red Fish, Blue Fish, and Green Eggs and Ham.

Fundations:

Blending, reading, and spelling CVC words and words with digraphs

Review of trick words: I, you

Listening for long and short vowel sounds

At Home:

Read My Map with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Have your child tap out the sounds they hear in these words and then write the words:

peck  dash  thick

Read trick words:  so, too, soon, no, or, for, of, have, by, from, my, do, happy, one, did, get, on, this, will

Due:

Reading:

In observance of Dr. Seuss’s birthday and Read Across America week, we are enjoying a variety of books written by Dr. Seuss. With each story, we are working on our writing and comprehension skills.  We are identifying story elements (characters, setting, plot), sequencing the events of the story, and comparing and contrasting.  Some of the books we are enjoying include The Cat in the Hat, Fox in Socks, One Fish, Two Fish, Red Fish, Blue Fish, and Green Eggs and Ham.

Fundations Practice:

Blending, reading, and spelling CVC words and words containing digraphs

Use and spelling of digraph ck

At Home:

Read My Map with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Practice writing the alphabet from memory.  Have your child tell you the sound each letter makes.

Have your child tap out the sounds they hear in these words and then write the words:

luck  Beth  lash

Read trick words:  so, too, soon, no, or, for, of, have, by, from, my, do, happy, one, did, get, on, this, will

Due:

Big Reading Question:

What are the characteristics and activities of autumn?

Vocabulary Words:

No new vocabulary words today.  Please review these words:

chill: a cold feeling

progresses: moves forward or continues

shed: drop off; fall off; take off

Fundations Practice:

Blending, reading, and spelling CVC words

Reading sentences with trick words

He would like to be a clown.

She will go with me now.

Writing Activity (In Class):

Students will begin informative writing piece by writing introductory sentence and 2 sentences containing supporting details about the main topic of the read aloud (summer). (Point B assessment)

At Home:

Read a book with your child.  Have your child identify sight words they see in the book.  Ask your child to tell you what happened at the beginning, middle, and end of the story.

Use the attached chart to practice the letter names and sounds with your child.

Read trick words: so, too, soon, no, or, for, of, have, by, from, my, do, happy, one, did, get, on

Due:

Big Reading Question:

What are the characteristics and activities of autumn?

Vocabulary Words:

chill: a cold feeling

progresses: moves forward or continues

shed: drop off; fall off; take off

Fundations:

Blending, reading, and spelling CVC words and words with digraphs

Tapping and reading nonsense words

chep   sish   vop

Writing Activity (In Class):

Students will begin informative writing process by completing a graphic organizer showing the main topic and 3 details from the read aloud text. (Point B assessment)

At Home:

Read Sam and Tam with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Have your child tap out the sounds they hear in these words and then write the words:

mash  thud  whip

Read trick words:  so, too, soon, no, or, for, of, have, by, from, my, do, happy, one, did, get, on

Due:

Big Reading Question:

What are the characteristics and activities of summer?

Vocabulary Words:

No new vocabulary words today.  Please review the following words:

sunscreen: a lotion or spray that protects the skin from the sun’s rays

desert: a place that is hot and does not get a lot of rain

extra: more than usual

protect: to look after or cover

Fundations:

Blending, reading, and spelling CVC words and words with digraphs

Scooping sentences into phrases

Writing Activity (In Class):

Students will continue their informative writing piece by adding 2 sentences containing supporting details about the main topic of the read aloud (summer) and a closing sentence. (Point B assessment)

At Home:

Read Sam and Tam with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Have your child read these sentences:

That is a big fish.

Beth had a bad rash.

Read trick words:  so, too, soon, no, or, for, of, have, by, from, my, do, happy, one, did, get, on

Due:

Big Reading Question:

What are the characteristics and activities of summer?

Vocabulary Words:

No new vocabulary words today.  Please review the following words:

sunscreen: a lotion or spray that protects the skin from the sun’s rays

desert: a place that is hot and does not get a lot of rain

extra: more than usual

protect: to look after or cover

Fundations:

Blending, reading, and spelling CVC words and words with digraphs

Review of trick words: be, me

Writing Activity (In Class):

Students will begin informative writing piece by writing introductory sentence and 2 sentences containing supporting details about the main topic of the read aloud (summer). (Point B assessment)

At Home:

Read Sam and Tam with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Have your child tap out the sounds they hear in these words and then write the words:

quick  mash  thud

Read trick words:  so, too, soon, no, or, for, of, have, by, from, my, do, happy, one, did, get, on

Due:

Big Reading Question:

What are the characteristics and activities of summer?

Vocabulary Words:

sunscreen: a lotion or spray that protects the skin from the sun’s rays

desert: a place that is hot and does not get a lot of rain

extra: more than usual

protect: to look after or cover

Fundations Practice:

Blending, reading, and spelling CVC words and words containing digraphs

Alphabetical order practice

Writing Activity (In Class):

Students will begin informative writing process by completing a graphic organizer showing the main topic and 3 details from the read aloud text. (Point B assessment)

At Home:

Read Sam and Tam with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Practice writing the alphabet from memory.  Have your child tell you the sound each letter makes.

Have your child tap out the sounds they hear in these words and then write the words:

shop  chat  thin

Read trick words:  so, too, soon, no, or, for, of, have, by, from, my, do, happy, one, did, get, on

Due:

Big Reading Question:

Who was the tradesperson that provided coal to the man?

Vocabulary Words:

coal: a black, soft stone that, when burned, creates heat

downcast: sad

haste: a rush or hurry

merry: happy and jolly

miner: tradesperson who digs into the ground for valuable minerals, like coal or gold

Fundations:

Blending, reading, and spelling CVC words

Tapping and reading nonsense words

sish   theg   chuz

Reading sentences with trick words.

We went to the shop.

She has a pony.

He was not sad.

Writing Activity (In Class):

The new tradesperson and tools will be added to the chart.  Students will use drawing and writing to tell the problem and solution in the story The Little Gray Pony.

At Home:

Read A Little Mat with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Have your child tap out the sounds they hear in these words and then write the words:

bath  rich  mash

Read trick words:  so, too, soon, no, or, for, of, have, by, from, my, do, happy, one, did

Due:

Big Reading Question:

Describe a blacksmith and his role for making tools for other tradespeople.

Vocabulary Words:

essential: necessary and important

forge: a special kind of oven or fireplace used by a blacksmith to heat iron

horseshoes: curved pieces of iron that are nailed to the bottom of horses’ hooves to protect them

metal: a hard, shiny material that can conduct heat and be melted or fused together

Fundations:

Blending, reading, and spelling CVC words and words with digraphs

Writing Activity (In Class):

The new tradesperson and tools will be added to the anchor chart.  Students will write and draw about how blacksmiths helped other tradespeople do their jobs.

At Home:

Read A Little Mat with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Have your child tap out the sounds they hear in these words and then write the words:

shop  chat  thin

Read trick words:  so, too, soon, no, or, for, of, have, by, from, my, do, happy, one, did

Due:

Big Reading Question:

What are the tools that bricklayers, masons, and carpenters used in colonial times?

Vocabulary Words:

chisel: a pointed tool used with a hammer to shape stone, wood, or metal

mason: a tradesperson who builds structures using stones or bricks

mortar: a sticky, wet mix of crushed rock, sand, and water that becomes hard when dry and is used to fasten bricks or stones together

patiently: acting or waiting without rushing or urgency

trowel: a flat tool used for spreading mortar

Fundations:

Blending, reading, and spelling CVC words and words containing digraphs

Review trick words: we, she, he

Review use of c or k at the beginning of a word

Writing Activity (In Class):

Students will write to tell which tradesperson (bricklayer, mason, carpenter) they would like to be and what role they would have in building a house.

At Home:

Read A Little Mat with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Have your child tap out the sounds they hear in these words and then write the words:

last  rash  much

Read trick words:  so, too, soon, no, or, for, of, have, by, from, my, do, happy, one, did

Due:

Big Reading Question:

How did the shoemaker become successful and who helped him?

Vocabulary Words:

attractive: good-looking; pleasant to look at

elves: small, magical people or fairies

poor: having little money and few possessions

rich: having a lot of money and many possessions

thrilled: extremely happy

Fundations Practice:

Blending, reading, and spelling CVC words

Reviewing/teaching digraphs: wh, ch, sh, th, ck

Writing Activity (In Class):

Students will write to tell how the elves helped the shoemaker be successful.  The writing will retell the story in sequence and use time order words.

At Home:

Read A Little Mat with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words.  Tell your child to tap out any words they don’t know.

Practice writing the alphabet from memory.  Have your child tell you the sound each letter makes.

Have your child tap out the sounds they hear in these words and then write the words:

chop  duck  ship

Read trick words:  so, too, soon, no, or, for, of, have, by, from, my, do, happy, one, did

Due:

Big Reading Question:

Name four different tradespeople who made clothing during colonial times? (dressmakers, tailors, hatters, cobblers)

Vocabulary Words:

breeches: a type of men’s pants that came down to just below the knee

fabric: cloth woven from different fibers, often dyed different colors

fastened: attached or joined (two things) together

measure: to figure out the size of something by comparing it to another object or by using a special tool

patterns: plans or diagrams on paper to be followed when making something

Fundations Practice:

Blending, reading, and spelling CVC words

Reading sentences with trick words

That boy was here yesterday.

We are all done.

The kids went to the playground.

Writing Activity (In Class):

The new tradespeople and tools will be added to the anchor chart.  Students will choose which tradesperson they would like to be.  They will then draw something they would make and write about the item they designed.

At Home:

Read a book with your child.  Have your child identify sight words they see in the book.  Ask your child to tell you what happened at the beginning, middle, and end of the story.

Use the attached chart to practice the letter names and sounds with your child.

Read trick words: so, too, soon, no, or, for, of, have, by, from, my, do, happy

Due:

Big Reading Question:

How was cloth made during colonial times, and what tradespeople were involved?

Vocabulary Words:

garments: pieces or articles of clothing

loom: a machine for weaving yarn or thread into cloth

spindles: small wooden tools used for spinning fibers into thread

spinners: tradespeople who twist cotton, flax, and wool into thread and yarn using a spinning wheel

weavers: tradespeople who make cloth from thread or yarn by weaving the strands together on a loom

Fundations:

Blending, reading, and spelling CVC words

Tapping and reading nonsense words

bep   guz   kig

Writing Activity (In Class):

The new tradespeople and tools will be added to the chart.  Students will use drawing and writing to tell the process of making cloth in colonial times.

At Home:

Read Let’s Go with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Have your child tap out the sounds they hear in these words and then write the words:

gap  rub  pen

Read trick words:  so, too, soon, no, or, for, of, have, by, from, my, do, happy

Due:

Big Reading Question:

How was bread made during colonial times, and what tradespeople were involved?

Vocabulary Words:

customers: people who buy goods or pay for services

grindstones: two stones used to crush wheat or corn to make flour

kneaded: mixed and folded ingredients with one’s hands

miller: a tradesperson who runs a mill and grinds wheat or corn into flour to sell to customers

yeast: an ingredient that, when added to flour and water, makes dough rise or become lighter

Fundations:

Blending, reading, and spelling CVC words

Reviewing trick word: was

Writing Activity (In Class):

The new tradespeople and tools will be added to the anchor chart.  Students will write and draw about the bread making process.

At Home:

Read Let’s Go with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Have your child tap out the sounds they hear in these words and then write the words:

cub  wax  grin

Read trick words:  so, too, soon, no, or, for, of, have, by, from, my, do, happy

Due:

Big Reading Question:

What are the different types of tradespeople that lived in colonial towns?

Vocabulary Words:

bartered: traded for goods instead of paying for goods with money

blacksmith: a tradesperson who melts hot iron and uses tools to shape the metal into a variety of objects

cobbler: a tradesperson who makes and fixes shoes; shoemaker

everyday: ordinary; something that happens nearly every day

rare: special; something unusual that only happens every once in a while

tailor: a tradesperson who makes and fixes clothing

Fundations:

Blending, reading, and spelling CVC words

Distinguishing between long and short vowel sounds

Review use of c or k at the beginning of a word

Writing Activity (In Class):

Students will participate in the creation of an anchor chart showing the different tradespeople and the tools they would use.

At Home:

Read Let’s Go with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Have your child tap out the sounds they hear in these words and then write the words:

glad  kit  block

Read trick words:  so, too, soon, no, or, for, of, have, by, from, my, do, happy

Due:

Big Reading Question:

What are the chores that the children did in colonial times if they lived on a farm?  How are they the same or different when compared to the chores you do now?

Vocabulary Words:

apprentice: someone who works with a tradesperson to learn his or her job

churn: a wooden container with a handle designed to stir milk into butter

country: an area of land with few buildings, where homes are distant from one another, and most of the land is made up of farms

trade: a job that uses special skills, knowledge, and tools

tradesperson: a person who works in a job that requires special skills

weave: to combine strands of thread or yarn in an alternating pattern in order to make cloth

Fundations Practice:

Blending, reading, and spelling CVC words

The letter c comes before letters a, o, and u.

The letter k comes before letters e and i.

Alphabetical order practice

Writing Activity (In Class):

Students will create a T-chart using drawing and labeling to compare chores done now to chores done in the past.

At Home:

Read Let’s Go with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Practice writing the alphabet from memory.  Have your child tell you the sound each letter makes.

Have your child tap out the sounds they hear in these words and then write the words:

cop  mix  quit

Read trick words:  so, too, soon, no, or, for, of, have, by, from, my, do, happy

Due:

Big Reading Question:

How do some plants change from one season to the next?

Vocabulary Words:

No new vocabulary words were introduced today.  Review these words:

shed: drop off; fall off; take off

blossoms: flowers on trees or bushes

seedlings: young plants

nutrients: things that help plants or animals grow and be healthy

plants: living things that grow in the ground or water

harvest: to collect or gather

Fundations Practice:

Blending, reading, and spelling CVC words

Reading sentences with trick words

Meg is as fast as a rabbit!

Tom is as slow as a turtle!

Meg has a bad cut.

Writing Activity (In Class):

Students will draw and write to show how an apple tree changes from one season to the next.

At Home:

Read a book with your child.  Have your child identify sight words they see in the book.  Ask your child to tell you what happened at the beginning, middle, and end of the story.

Use the attached chart to practice the letter names and sounds with your child.

Read trick words: so, too, soon, no, or, for, of, have, by, from

Due:

Big Reading Question:

How does the way we dress change depending on the weather?

Vocabulary Words:

No new vocabulary words were introduced today.  Review these words

chill: a cold feeling

cycle: a series of events that occur again and again in the same order

patterns: the regular and repeated ways in which something happens

seasons: the different times of the year-winter, spring, summer, and autumn

weather: the temperature and other outside conditions at a particular time and place

Fundations:

Blending, reading, and spelling CVC words

Tapping and reading nonsense words

kep   cag   zot

Writing Activity (In Class):

Students will use drawing and writing to show and tell how they would dress for different types of weather: rainy, hot, frigid, warm.

At Home:

Read Animal Friends with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Have your child tap out the sounds they hear in these words and then write the words:

quiz  cub  wet

Read trick words:  so, too, soon, no, or, for, of, have, by, from

Due:

Big Reading Question:

What is the job of a meteorologist and why is it important?

Vocabulary Words:

meteorologist: a person who studies weather and predicts what the weather will be like

meteorology: the study of weather and weather predictions

record: a written report of an event

satellites: objects designed to go around Earth in space and collect information

warning: telling someone in advance that danger is near

Fundations:

Blending, reading, and spelling CVC words

Reviewing trick words: as, has

Writing Activity (In Class):

Students will write and draw to tell why a meteorologist’s job is important.

At Home:

Read Animal Friends with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Have your child tap out the sounds they hear in these words and then write the words:

cab  kit  blob

Read trick words:  so, too, soon, no, or, for, of, have, by, from

Due:

Big Reading Question:

How can you stay safe during storms?

Vocabulary Words:

gear: supplies, tools, or clothes needed for a special purpose

severe: very bad

shelter: a place or covering that gives protection from bad weather or a dangerous situation

strike: hit or attack with a sharp blow

Fundations:

Blending, reading, and spelling CVC words

Distinguishing between long and short vowel sounds

Review use of c or k at the beginning of a word

Writing Activity (In Class):

Students will write to tell how to stay safe in storms.

At Home:

Read Animal Friends with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Have your child tap out the sounds they hear in these words and then write the words:

kid  cot  flip

Read trick words:  so, too, soon, no, or, for, of, have, by, from

Due:

Big Reading Question:

What lesson did the grasshopper learn from the ants?

Vocabulary Words:

bare: not covered

future: a time that will happen later

last: to have enough of something for a certain period of time

personification: a writing technique an author uses in which animals act like people in a story

shivering: shaking from the cold; trembling

Fundations Practice:

Blending, reading, and spelling CVC words

The letter c comes before letters a, o, and u.

The letter k comes before letters e and i.

Writing Activity (In Class):

Students will draw and write to show the moral of the story The Grasshopper and the Ants.

At Home:

Read Animal Friends with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Practice writing the alphabet from memory.  Have your child tell you the sound each letter makes.

Have your child tap out the sounds they hear in these words and then write the words:

nut  kid  glum

Read trick words:  so, too, soon, no, or, for, of, have, by, from

Due:

FRIDAY, FEBRUARY 1, 2019

Big Reading Question:

What are the characteristics and the activities of autumn?

Vocabulary Words:

No new vocabulary words were introduced today.  Review these words:

chill: a cold feeling

progresses: moves forward or continues

shed: drop off; fall off; take off

Fundations Practice:

Blending, reading, and spelling CVC words

Reading sentences with trick words

This is John’s pencil.

Is it his eraser?

Writing Activity (In Class):

Students will continue their informative writing piece by adding 2 sentences containing supporting details about the main topic of the read aloud (autumn) and a closing sentence.

At Home:

Read a book with your child.  Have your child identify sight words they see in the book.  Ask your child to tell you what happened at the beginning, middle, and end of the story.

Use the attached chart to practice the letter names and sounds with your child.

Read trick words: so, too, soon, no, or, for, of, have

Due:

THURSDAY, JANUARY 31, 2019

Big Reading Question:

What are the characteristics and activities of autumn?

Vocabulary Words:

chill: a cold feeling

progresses: moves forward or continues

shed: drop off; fall off; take off

Fundations:

Blending, reading, and spelling CVC words

Tapping and reading nonsense words

nex   vit   boz

Writing Activity (In Class):

Students will begin informative writing piece by writing introductory sentence and 2 sentences containing supporting details about the main topic of the read aloud (autumn).

At Home:

Read At the Zoo with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Have your child tap out the sounds they hear in these words and then write the words:

pup  rob  fox

Read trick words:  so, too, soon, no, or, for, of, have

Due:

 

WEDNESDAY, JANUARY 30, 2019

Big Reading Question:

What are the characteristics and activities of summer?

Vocabulary Words:

No new vocabulary words were introduced today.  Review these words:

distinct: clearly different

indoors: inside or into a building

sunscreen: a lotion or spray that protects the skin from the sun’s rays

thermometer: an instrument or tool that measures temperature

Fundations:

Blending, reading, and spelling CVC words

Reviewing trick words: is, his

Writing Activity (In Class):

Students will continue their informative writing piece by adding 2 sentences containing supporting details about the main topic of the read aloud (summer) and a closing sentence.

At Home:

Read At the Zoo with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Have your child tap out the sounds they hear in these words and then write the words:

nod  jab  bib

Read trick words:  so, too, soon, no, or, for, of, have

Due:

TUESDAY, JANUARY 29, 2019

Big Reading Question:

What are the characteristics and activities of summer?

Vocabulary Words:

distinct: clearly different

indoors: inside or into a building

sunscreen: a lotion or spray that protects the skin from the sun’s rays

thermometer: an instrument or tool that measures temperature

Fundations:

Blending, reading, and spelling CVC words

Distinguishing between long and short vowel sounds

Writing Activity (In Class):

Students will begin informative writing piece by writing introductory sentence and 2 sentences containing supporting details about the main topic of the read aloud (summer).

At Home:

Read At the Zoo with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Have your child tap out the sounds they hear in these words and then write the words:

rug  yes  nap

Read trick words:  so, too, soon, no, or, for, of, have

Due:

MONDAY, JANUARY 28, 2019

Big Reading Question:

What are the characteristics and the activities of spring?

Vocabulary Words:

No new vocabulary words were introduced today.  Review these words:

blossoms: flowers on trees or bushes

floods: when a body of water overflows and spreads out onto dry land

gradually: slowly, bit by bit

seedlings: young plants

thaw: to begin to melt or soften after being frozen

Fundations Practice:

Blending, reading, and spelling CVC words

Putting letters in alphabetical order

Writing Activity (In Class):

Students will continue their informative writing piece by adding 2 sentences containing supporting details about the main topic of the read aloud (spring) and a closing sentence.

At Home:

Read At the Zoo with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Practice writing the alphabet from memory.  Have your child tell you the sound each letter makes.

Have your child tap out the sounds they hear in these words and then write the words:

wax  dot  gum

Read trick words:  so, too, soon, no, or, for, of, have

Due:

FRIDAY, JANUARY 25, 2019

Big Reading Question:

What are the characteristics and the activities of spring?

Vocabulary Words:

blossoms: flowers on trees or bushes

floods: when a body of water overflows and spreads out onto dry land

gradually: slowly, bit by bit

seedlings: young plants

thaw: to begin to melt or soften after being frozen

Fundations Practice:

Blending, reading, and spelling CVC words

Reading nonsense words

zeb   wog  vum

Reading sentences with trick words

Sid and Tab are friends.

The man went to the shop.

Writing Activity (In Class):

Students will begin informative writing piece by writing introductory sentence and 2 sentences containing supporting details about the main topic of the read aloud (spring).

At Home:

Read a book with your child.  Have your child identify sight words they see in the book.  Ask your child to tell you what happened at the beginning, middle, and end of the story.

Use the attached chart to practice the letter names and sounds with your child.

Read trick words: so, too, soon, no, or, for

Due:

THURSDAY, JANUARY 24, 2019

Big Reading Question:

What are the characteristics and activities of winter?

Vocabulary Words:

No new vocabulary words were introduced today.  Review these words:

blizzards: severe snowstorms with lots of wind and snow

cautiously: carefully avoiding danger or risk

freezing point: the temperature at which liquid will turn into a solid

frigid: very cold

halt: stop

Fundations:

Blending, reading, and spelling CVC words

Review the trick words:  and, are, the, to, a

Writing Activity (In Class):

Students will continue their informative writing piece by adding 2 sentences containing supporting details about the main topic of the read aloud (winter) and a closing sentence.

At Home:

Read The Little Toys with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Practice writing the alphabet from memory.  Have your child tell you the sound each letter makes.

Have your child tap out the sounds they hear in these words and then write the words:

Sid  zap  quit

Read trick words:  so, too, soon, no, or, for

 

Due:

WEDNESDAY, JANUARY 23, 2019

Big Reading Question:

What are the characteristics and activities of winter?

Vocabulary Words:

blizzards: severe snowstorms with lots of wind and snow

cautiously: carefully avoiding danger or risk

freezing point: the temperature at which liquid will turn into a solid

frigid: very cold

halt: stop

Fundations:

Blending, reading, and spelling CVC words

Listening for long and short vowel sounds

Writing Activity (In Class):

Students will begin informative writing piece by writing introductory sentence and 2 sentences containing supporting details about the main topic of the read aloud (winter).

At Home:

Read The Little Toys with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Have your child tap out the sounds they hear in these words and then write the words:

gum  lap  list

Read trick words:  so, too, soon, no, or, for

Due:

TUESDAY, JANUARY 22, 2019

Big Reading Question:

What is the weather like around the Earth?

Vocabulary Words:

characteristics: ways we can describe and group people or things

cycle: a series of events that occur again and again in the same order

patterns: the regular and repeated ways in which something happens

seasons: the different times of the year-winter, spring, summer, and autumn

weather: the temperature and other outside conditions at a particular time and place

Fundations:

Blending, reading, and spelling CVC words

Alphabetical order

Writing Activity (In Class):

Students will complete four square graphic organizer with things they learned from today’s read aloud about the weather on the Earth.

At Home:

Read The Little Toys with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Practice writing the alphabet from memory.  Have your child tell you the sound each letter makes.

Have your child tap out the sounds they hear in these words and then write the words:

him  pat  bed

Read trick words:  so, too, soon, no, or, for

Due:

Big Reading Question:

How does the queen get what she wants?

Vocabulary Words:

fairest: most beautiful

peddler: a person who travels about selling goods

pity: feeling sorry for someone

rage: anger

stomped: walked heavily

Fundations Practice:

Blending, reading, and spelling CVC words

Reading sentences with trick words

Sid is a dog.

Tab is the best cat.

 Writing Activity (In Class):

Students will use a graphic organizer to summarize the events at the beginning, middle, and end of the story.

At Home:

Read a book with your child.  Have your child identify sight words they see in the book.  Ask your child to tell you what happened at the beginning, middle, and end of the story.

Use the attached chart to practice the letter names and sounds with your child.

Read trick words: so, too, soon, no

Due:

What happens to Cinderella and why was she treated unfairly?

Vocabulary Words:

cinders: small bits of burned wood from the fireplace

hearth: the floor area in front of a fireplace

merriment: fun

stumbled: tripped

tattered: torn; worn out

Fundations:

Blending, reading, and spelling CVC words

Blending and reading nonsense words

dop    pib    gub

Writing Activity (In Class):

Students will use a graphic organizer to summarize the events at the beginning, middle, and end of the story. 

At Home:

Read Am I? with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Practice writing the alphabet from memory.  Have your child tell you the sound each letter makes.

Have your child tap out the sounds they hear in these words and then write the words:

Jim, bun, mat

Read trick words:  so, too, soon, no

Due:

Big Reading Question:

What events happened at the end of the story The Princess and the Pea?

Vocabulary Words:

There were no new vocabulary words introduced today.  Review these words:

delicate: fragile and easily broken

graceful: moving, speaking, or acting in a beautiful way

howled: made a long, loud, and sad sound

Fundations:

Blending, reading, and spelling CVC words

Review the trick (sight) words: the, a

Writing Activity (In Class):

Students will add 2 sentences containing details from the end of the story to the writing piece from the previous day.

At Home:

Read Am I? with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Have your child tap out the sounds they hear in these words and then write the words:

tug, did, flop

Read trick words:  so, too, soon, no

Due:

Big Reading Question:

What events happened in the middle of the story The Princess and the Pea?

Vocabulary Words:

There were no new vocabulary words introduced today.  Review these words:

delicate: fragile and easily broken

graceful: moving, speaking, or acting in a beautiful way

howled: made a long, loud, and sad sound

Fundations:

Blending, reading, and spelling CVC words

Listening for short and long vowel sounds

Writing Activity (In Class):

Students will add 2 sentences containing details from the middle of the story to the writing piece from the previous day.

At Home:

Read Am I? with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Practice writing the alphabet from memory.  Have your child tell you the sound each letter makes.

Have your child tap out the sounds they hear in these words and then write the words:

map  sip  glad

Read trick words:  so, too, soon, no

Due:

MONDAY, JANUARY 14, 2019

Big Reading Question:

What events happened at the beginning of the story The Princess and the Pea?

Vocabulary Words:

delicate: fragile and easily broken

graceful: moving, speaking, or acting in a beautiful way

howled: made a long, loud, and sad sound

Fundations:

Alphabetical order

Decoding words 

Spelling  CVC words

Writing Activity (In Class):

Students will write two details from the beginning of the story using time order and descriptive words.

At Home:

Read Am I? with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Have your child tap out the sounds they hear in these words and then write the words:

mop, lad, dig

Read trick words:  so, too, soon, no

Due:

Big Reading Question:

Was Old King Cole happy or sad?  How do you know?

Vocabulary Words:

bowl: a large cup or goblet used for drinking

fiddlers: people who play stringed musical instruments like the violin

merry: happy

soul: person

Fundations Practice:

Blending, reading, and spelling CVC words

Blending and reading nonsense words

Writing Activity (In Class):

Students will write to tell how Old King Cole felt and provide text evidence to support their writing.

At Home:

Read a book with your child.  Have your child identify sight words they see in the book.  Ask your child tell you what happened at the beginning, middle, and end of the story.

Use the attached chart to practice the letter names and sounds with your child.

Read sight words: so, too

 

Due:

Big Reading Question:

What moral does King Midas learn?

Vocabulary Words:

fond: having a strong liking

gazed: looked at something for a period of time

satisfied: happy, pleased, or content

spoiled: ruined

treasures: things that are valuable because they cost a lot, like gold, or that are valuable because they have a special meaning for someone, like a special toy

Fundations:

Blending, reading, and spelling CVC words

Blending and reading nonsense words

Writing Activity (In Class):

Students will write to tell about the moral of the story, King Midas and the Golden Touch.

At Home:

Read Who Am I? with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Practice writing the alphabet from memory.  Have your child tell you the sound each letter makes.

Have your child tap out the sounds they hear in these words and then write the words:

sad, hot, rub

Read sight words:  so, too

Due:

Big Reading Question:

What was life like for children in a royal family?

Vocabulary Words:

No new vocabulary words were introduced today.  Review these words:

advantages: things that are good about a situation or circumstance; benefits

crown prince: a king’s oldest son who is next in line to be king

disadvantages: things that are not good about a situation or circumstance

prosperity: having a lot of money, success, or good luck

reign: the period of time during which a king rules a kingdom

Fundations:

Blending, reading, and spelling CVC words

Blending and reading nonsense words

Writing Activity (In Class):

Students will add one sentence containing a supporting detail and a closing sentence to their informative writing piece about royalty.   

At Home:

Read Who Am I? with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Practice writing the alphabet from memory.  Have your child tell you the sound each letter makes.

Have your child tap out the sounds they hear in these words and then write the words:

nag, bit, yum

Read sight words:  so, too

Due:

Big Reading Question:

What was life like for children in the royal family?

Vocabulary Words:

advantages: things that are good about a situation or circumstance; benefits

crown prince: a king’s oldest son who is next in line to be king

disadvantages: things that are not good about a situation or circumstance

prosperity: having a lot of money, success, or good luck

reign: the period of time during which a king rules a kingdom

Fundations:

Blending, reading, and spelling CVC words

Blending and reading nonsense words

Listening for short and long vowel sounds

Writing Activity (In Class):

Students will add 2 sentences containing supporting details to the informative writing piece from the previous day.

At Home:

Read Who Am I? with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Practice writing the alphabet from memory.  Have your child tell you the sound each letter makes.

Have your child tap out the sounds they hear in these words and then write the words:

rag  vet  gum

Read sight words:  so, too

Due:

Big Reading Question:

What are kings and queens?

Vocabulary Words:

kingdom: a place ruled or governed by a king or queen

royal: anything belonging to a king or queen or other members of their family

rules: leads and makes decisions

servants: men or women who are hired and paid to do things that the master of a home or a king or queen do not want to do

Fundations:

We are beginning Unit 3.  In this unit, we will continue blending, reading, and spelling CVC words.  We will also create new words by changing the initial, final, and medial sounds of words.  Students will be challenged to decode nonsense words to help determine their decoding mastery.  Students will also be introduced to the digraphs sh, th, ch, wh, and ck.

Writing Activity (In Class):

Students will write a topic sentence stating the main idea of the read aloud and a sentence with one supporting detail.

At Home:

Read Who Am I? with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Practice writing the alphabet from memory.  Have your child tell you the sound each letter makes.

Have your child tap out the sounds they hear in these words and then write the words:

bug, kit, led

Read sight words:  so, too

Due:

Reading and Writing:

We are enjoying a variety of books this week inspired by the holiday season.  With each story, we are working on our writing and comprehension skills.  We are identifying story elements (characters, setting, plot), sequencing the events of the story, and comparing and contrasting.  Some of the books we are enjoying include Santa’s Stuck, The Polar Express, Who Will Guide My Sleigh Tonight?, and Click, Clack, Ho, Ho, Ho.

Fundations Practice:

Today we introduced the uppercase letters V, W, X, Y, and Z.  We worked on correct letter formation for each letter. 

Have your child use tapping to sound out and read these words:

pen     mat    rip

sip      nod     cub

At Home:

Read In the Sky with your child.  Remind your child to point to each word as they read.

Practice writing the letters Vv, Ww, Xx, Yy, and Zz.  Have your child tell you the sound of each letter.

Read sight words:  ran, his, as, has, was, ate, all, with, say, that, we, she, said, he, me, be, you, they

Review sight words from 1st Nine Weeks using list inside your child’s INDIAN Notebook.

Due:

Reading and Writing:

We are enjoying a variety of books this week inspired by the holiday season.  With each story, we are working on our writing and comprehension skills.  We are identifying story elements (characters, setting, plot), sequencing the events of the story, and comparing and contrasting.  Some of the books we are enjoying include Santa’s Stuck, The Polar Express, Who Will Guide My Sleigh Tonight?, and Click, Clack, Ho, Ho, Ho.

Fundations Practice:

Today we introduced the uppercase letters S. T, and U.  We worked on correct letter formation for each letter. 

Have your child use tapping to sound out and read these words:

bad    zap     kid     

cot     job     big

At Home:

Read  In the Sky with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Practice writing the letters Ss, Tt, and Uu.  Have your child tell you the sound each letter makes.

Read sight words:  ran, his, as, has, was, ate, all, with, say, that, we, she, said, he, be, me, you, they

Due:

Reading and Writing:

We are enjoying a variety of books this week inspired by the holiday season.  With each story, we are working on our writing and comprehension skills.  We are identifying story elements (characters, setting, plot), sequencing the events of the story, and comparing and contrasting.  Some of the books we are enjoying include Santa’s Stuck, The Polar Express, Who Will Guide My Sleigh Tonight?, and Click, Clack, Ho, Ho, Ho.

Fundations Practice:

Today we introduced the uppercase letters Q and R.  We worked on correct letter formation for each letter. 

Have your child use tapping to sound out and read these words:

wax    tug    yet

rig      mop   net

At Home:

Read In the Sky with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Practice writing the letters Qq and Rr.  Have your child tell you the sound each letter makes.

Read sight words:  ran, his, as, has, was, ate, all, with, say, that, we, she, said, he, be, me, you, they

Due:

Big Reading Question:

What have we learned about the Lakota Sioux and the Wampanoag tribes (food, clothing, shelter)? How are these tribes different?

Vocabulary Words:

No new vocabulary words were introduced today.  Review these words:

bay: an area of the sea that is enclosed by a deep curve in the coastline

feast: to partake of a large meal: to eat heartily

rockweed: greenish-brown rubbery seaweed that grows on rocks in coastal areas

wading: walking through shallow water

Fundations Practice:

Today we introduced the uppercase letters O and P.  We worked on correct letter formation for each letter. 

Have your child use tapping to sound out and read these words:

sad    rut    

pen    hot

kit     gas    

Watch this video about words with the short o sound:

https://www.youtube.com/watch?v=tkYDoNKit6o

Writing Activity (In Class):

Students will participate in discussion of how the Lakota Sioux and Wampanoag tribes are different.  Using the class chart, students will begin completion of a Venn diagram of how these two tribes are different.

At Home:

Read How Many Ducks? with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Practice writing the letters Oo and Pp.  Have your child tell you the sound each letter makes.

Read sight words:  ran, his, as, has, was, ate, all, with, say, that, we, she, said, he, be, me, you, they

Due:

Big Reading Question:

What have we learned about the Lakota Sioux and the Wampanoag tribes (food, clothing, shelter)? How are these tribes similar?

Vocabulary Words:

No new vocabulary words were introduced today.  Review these words:

hunting party: a group of people who gather specifically to find and kill animals for food or sport

chief: the head or ruler of a tribe or clan

tribes: groups of similar people who share common ancestors, customs, and laws

roamed: wandered; moved around

shelter: a place that gives protection from the weather and/or danger

Fundations Practice:

Today we introduced the uppercase letters M and N.  We worked on correct letter formation for each letter. 

Have your child use tapping to sound out and read these words:

pal     bit     yum

bet    cop     nag

Writing Activity (In Class):

Students will participate in discussion of how the Lakota Sioux and Wampanoag tribes are similar.  Using the class chart, students will begin completion of a Venn diagram of how these two tribes are the same.   

At Home:

Read How Many Ducks? with your child.  Remind your child to point to each word as they read.

Practice writing the letters Mm and Nn.  Have your child tell you the sound of each letter.

Read sight words:  ran, his, as, has, was, ate, all, with, say, that, we, she, said, he, me, be, you, they

Review sight words from 1st Nine Weeks using list inside your child’s INDIAN Notebook.

Due:

Big Reading Question:

How have Native Americans lives changed over time?

Vocabulary Words:

harmony: pleasing combination

powwows: gatherings of Native Americans, held to celebrate common traditions

traditions: repeated customs, often passed down from generation to generation

Fundations Practice:

Today we introduced the uppercase letters K and L.  We worked on correct letter formation for each letter. 

Have your child use tapping to sound out and read these words:

cob    vet     gum     

rag     kit     lad

Writing Activity (In Class):

After reviewing the topic sentence and detail sentences, students will create a sentence and add to their informational writing about how Native Americans tribes are different.

At Home:

Read  How Many Birds? with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Practice writing the letters Kk and Ll.  Have your child tell you the sound each letter makes.

Read sight words:  ran, his, as, has, was, ate, all, with, say, that, we, she, said, he, be, me, you, they

Due:

Big Reading Question:

What are some important components of Native American life?

Vocabulary Words:

canoes: light, narrow boats made from long, hollowed-out logs

moccasins: soft shoes made of leather, sometimes decorated with beads and feathers

tipis: cone-shaped tents made from long poles and covered with animal skins

totem poles: wooden logs that are carved, painted, and planted vertically in the ground

Fundations Practice:

Today we introduced the uppercase letters I and J.  We worked on correct letter formation for each letter. 

Have your child use tapping to sound out and read these words:

mat     cat    bat

bag     bug    mug

Writing Activity (In Class):

As a class, students will participate in adding details to the environment, food, shelter, and clothing chart.

At Home:

Read How Many Ducks? with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Practice writing the letters Ii and Jj.  Have your child tell you the sound each letter makes.

Read sight words:  ran, his, as, has, was, ate, all, with, say, that, we, she, said, he, be, me, you, they

Due:

Big Reading Question:

How are the lives of the Lenape people similar to the lives of farmers?

Vocabulary Words:

burrows: holes or tunnels used by animals as homes or hiding places

harvested: gathered crops when they were ripe

trekked: traveled slowly, with difficulty

wigwam: a dome-shaped dwelling used by Native American tribes of northeastern North America

Fundations Practice:

Today we reviewed uppercase letters A, B, C, D, E, F, G, and H.  We worked on correct letter formation for each letter. 

Have your child use tapping to sound out and read these words:

lip        lap

nap      map

Writing Activity (In Class):

With guidance, students will create a detail sentence about how the Native American tribes we are studying are different.

At Home:

Read a book with your child.  Have your child identify sight words they see in the book.  Ask your child tell you what happened at the beginning, middle, and end of the story.

Use the attached chart to practice the letter names and sounds with your child.

Read sight words:  ran, his, as, has, was, ate, all, with, say, that, we, she, said, he, be, me

Say two rhyming words.  Have your child say an additional word that rhymes with the first two.

tar, car, ______         lug, jug, _____

Due:

Big Reading Question:

What were some foods the Wampanoag ate, and what does that tell us about their environment?

Vocabulary Words:

bay: an area of the sea that is enclosed by a deep curve in the coastline

feast: to partake of a large meal: to eat heartily

rockweed: greenish-brown rubbery seaweed that grows on rocks in coastal areas

wading: walking through shallow water

Fundations Practice:

Today we introduced the uppercase letters G and H.  We worked on correct letter formation for each letter. 

Have your child use tapping to sound out and read these words:

bat    cat    

wig    pig

kit     sit    

Watch this video about words with the short i sound:

https://www.youtube.com/watch?v=13clYehVJHo

Writing Activity (In Class):

Students will participate in adding the information about the Wampanoag tribe to the class chart.  

With guidance, students will create a topic sentence to begin describing how the Native Americans tribes we are studying are different.

At Home:

Read Lots of Birds with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Practice writing the letters Gg and Hh.  Have your child tell you the sound each letter makes.

Read sight words:  ran, his, as, has, was, ate, all, with, say, that, we, she, said, he, be, me

Have your child tell you how to fix the 2 mistakes in this sentence:

the cat is on the rug

Due:

Big Reading Question:

How did the Lakota Sioux use buffalo?

Vocabulary Words:

No new vocabulary words were introduced today.  Review these words:

hunting party: a group of people who gather specifically to find and kill animals for food or sport

parfleche: a bag made from untanned and hairless animal hides

travois: a type of sled consisting of a frame slung between two poles and pulled by a dog or horse

Watch this video about how the Native Americans used every part of the buffalo:

https://www.youtube.com/watch?v=W_krSpr1dus

Fundations Practice:

Today we introduced the uppercase letters E and F.  We worked on correct letter formation for each letter. 

Have your child use tapping to sound out and read these words:

log     lag     rag

fat     fit     lit

Writing Activity (In Class):

Students will participate in the creation of a word web showing ways the Lakota used buffalo.  continue their informational writing to answer our Big Reading Question.  Students will complete Students will choose something from the word web and write a sentence about how the buffalo were used by the Lakota.   

At Home:

Read Lots of Birds with your child.  Remind your child to point to each word as they read.

Practice writing the letters Ee and Ff.  Have your child tell you the sound of each letter.

Read sight words:  ran, his, as, has, was, ate, all, with, say, that, we, she, said, he, me, be

Review sight words from 1st Nine Weeks using list inside your child’s INDIAN Notebook.

Due:

Big Reading Question:

How do the buffalo influence the life of the Lakota Sioux?

Vocabulary Words:

finally: after everything else; at the end of a process

horizon: the place off in the distance where the land appears to meet the sky

hunting party: a group of people who gather specifically to find and kill animals for food or sport

succulent: full of juice

Fundations Practice:

Today we introduced the uppercase letters C and D.  We worked on correct letter formation for each letter. 

Have your child use tapping to sound out and read these words:

mop    map   mad   mud

rag     rug    mug

Writing Activity (In Class):

After reviewing the topic sentence and detail sentences, students will create a closing sentence and add to their informational writing about Native Americans (Lakota Sioux).

At Home:

Read  Lots of Birds with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Practice writing the letters Cc and Dd.  Have your child tell you the sound each letter makes.

Read sight words:  ran, his, as, has, was, ate, all, with, say, that, we, she, said, he, be, me

Due:

Big Reading Question:

What kind of clothes and housing does Mapiya have?

Vocabulary Words:

chief: the head or ruler of a tribe or clan

mischief: behavior that can be annoying or against the rules

parfleche: a bag made from untanned and hairless animal hides

travois: a type of sled consisting of a frame slung between two poles and pulled by a dog or horse

Fundations Practice:

Today we introduced the uppercase letters A and B.  We worked on correct letter formation for each letter. 

Have your child use tapping to sound out and read these words:

set     met    let

sun     run    

fog     log

Writing Activity (In Class):

After reviewing the topic sentence and detail sentence, students will create a sentence containing another important detail they learned from the read aloud about Native Americans (Lakota Sioux).

At Home:

Read Lots of Birds with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Practice writing the letters Aa and Bb.  Have your child tell you the sound each letter makes.

Read sight words:  ran, his, as, has, was, ate, all, with, say, that, we, she, said, he, be, me

Due:

Big Reading Question:

Why are the buffalo so important to the Lakota Sioux?

Vocabulary Words:

agile: able to move quickly and easily without stumbling

galloping: moving at a fast pace

sacred: treated with respect

warriors: those who are engaged in or experienced in battle

Fundations Practice:

Have your child use tapping to sound out and read these words:

sit       sip

lip        lap

nap      map

rap       rat    fat

Writing Activity (In Class):

With guidance, students will create topic sentence about Native Americans (Lakota Sioux).

At Home:

Read a book with your child.  Have your child identify sight words they see in the book.  Ask your child tell you what happened at the beginning, middle, and end of the story.

Use the attached chart to practice the letter names and sounds with your child.

Read sight words:  ran, his, as, has, was, ate, all, with, say, that, we, she, said

Say two rhyming words.  Have your child say an additional word that rhymes with the first two.

tug, rug, ______         bit, sit, _____

Due:

Big Reading Question:

What did Native Americans eat, wear, and live in?

Vocabulary Words:

borrow: to take or use something for a while and then return it

coast: the land next to the sea or ocean; the shore

deserts: large, dry areas with little rain

roamed: wandered; moved around

shelter: a place that gives protection from the weather and/or danger

tribes: groups of similar people who share common ancestors, customs, and laws

Fundations Practice:

Have your child use tapping to sound out and read these words:

lit      lip     lap

rap    rip     nip

sip     sit     set

Watch this video about words with the short a sound:

https://www.youtube.com/watch?v=oDVAhDyHZaA

Writing Activity (In Class):

Students will participate in the creation of a class chart which includes different types of shelter, food, travel, and clothing used by Native Americans.  

At Home:

Read Animals in the Snow with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Practice writing the letters v, w, y, x, z.  Have your child tell you the sound each letter makes.

Read sight words:  ran, his, as, has, was, ate, all, with, say, that, we, she, said

Have your child tell you how to fix the 4 mistakes in this sentence:

my momand i can run

Due:

Big Reading Question:

What plants are grown on a farm and why?

Vocabulary Words:

No new vocabulary words were introduced today.  Review these words:

ripe: ready to pick or eat

produce: the parts of plants that are grown and used for food

harvest: to gather a crop that is ready to be used or eaten

Watch this video about an apple processing plant:

https://www.youtube.com/watch?v=YAUeQHghUUs

Fundations Practice:

Have your child use tapping to sound out and read these words:

rat     rap     rag

nap     nip

fit      fig     fog

Writing Activity (In Class):

Students will continue their informational writing to answer our Big Reading Question.  Students will complete an introductory sentence, two sentences containing supporting details, and a closing sentence to explain why farms are important.  

At Home:

Read Animals in the Snow with your child.  Remind your child to point to each word as they read.

Practice writing the letters c, o, a, g, d, s, q, e. Have your child tell you the sound of each letter.

Read sight words:  ran, his, as, has, was, ate, all, with, say, that, we, she, said

Review sight words from 1st Nine Weeks using list inside your child’s INDIAN Notebook.

Due:

Big Reading Question:

Why are farms important?

Vocabulary Words:

No new vocabulary words were introduced today.  Review these words:

canning: Sealing food in an airtight container for future use

earn: to get something by working for it

livestock: animals raised on a farm

processed: prepared or changed

spoil: to become unfit for use; to rot

Watch this video about the canning process for vegetables:

https://www.youtube.com/watch?v=rqIa7SBeTPU

Fundations Practice:

Have your child use tapping to sound out and read these words:

sad     sap    sip    sit

mop    map   mad   mud

Writing Activity (In Class):

Students will continue their informational writing to answer our Big Reading Question.  Students will complete an introductory sentence, two sentences containing supporting details, and a closing sentence to explain why farms are important.  

At Home:

Read  Animals in the Snow with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Practice writing the letters n, m, i, u, r, p, j.  Have your child tell you the sound each letter makes.

Read sight words:  ran, his, as, has, was, ate, all, with, say, that, we, she, said

Due:

Big Reading Question:

Why are farms important?

Vocabulary Words:

No new vocabulary words were introduced today.  Review these words:

crops: plants that are grown on a farm for food

harvest: to gather a crop that is ready to be used or eaten

edible: fit to eat as food

grains: cereal crops which have seeds that are used to make food

produce: the parts of plants that are grown and used for food

Watch this video that shows where milk comes from:

https://www.youtube.com/watch?v=qYFA2-4Zzhk

Fundations Practice:

Today we introduced the strategy of tapping to read words.  Have your child use tapping to sound out and read these words:

mat     mad    map

sad      sat     sap

Writing Activity (In Class):

Students will begin their informational writing to answer our Big Reading Question.  Students will complete an introductory sentence, two sentences containing supporting details, and a closing sentence to explain why farms are important.  

At Home:

Read Animals in the Snow with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Practice writing the letters t, b, f, l, h, k.  Have your child tell you the sound each letter makes.

Read sight words:  ran, his, as, has, was, ate, all, with, say, that, we, she, said

Due:

Big Reading Question:

How do farm crops become food for people?

Vocabulary Words:

canning: Sealing food in an airtight container for future use

earn: to get something by working for it

livestock: animals raised on a farm

processed: prepared or changed

spoil: to become unfit for use; to rot

Fundations Practice:

We have now introduced all 26 lowercase letters of the alphabet.  Your child should be able to identify the name and sound for each letter and correctly write the letter.

This week will be focusing on the name and sounds of all 26 letters.  Also, we will be writing the alphabet.

Writing Activity (In Class):

Students will write to tell how the food they eat comes from a farm to their table.

At Home:

Read a book with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Practice writing the entire alphabet.  Have your child tell you the sound each letter makes.

Read sight words:  ran, his, as, has, was, ate, all, with, say, that, we, she, said

Due:

Big Reading Question:

What different things happen on the farm during each season?

Vocabulary Words:

drought: a period of time when there is very little or no rain

fertilizer: material that provides nutrients to soil and plants

irrigate: to supply land with water

pests: animals, such as insects, that are harmful or a nuisance

pesticides: chemicals used to kill pests

Fundations Practice:

We have now introduced all 26 lowercase letters of the alphabet.  Your child should be able to identify the name and sound for each letter and correctly write the letter.

This week will be focusing on the name and sounds of all 26 letters.  Also, we will be writing the alphabet.

Writing Activity (In Class):

Students will complete sentence stems to describe what a farmer does in each of the four seasons.  Students will illustrate their writing.

At Home:

Read a book with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Practice writing the entire alphabet.  Have your child tell you the sound each letter makes.

Read sight words:  ran, his, as, has, was, ate, all, with, say, that, we, she, said

Due:

Big Reading Question:

What different things happen on the farm during each season?

Vocabulary Words:

drought: a period of time when there is very little or no rain

fertilizer: material that provides nutrients to soil and plants

irrigate: to supply land with water

pests: animals, such as insects, that are harmful or a nuisance

pesticides: chemicals used to kill pests

Fundations Practice:

Have your child recite the letter-keyword-letter sound for each letter using the attached Fundation card images. (This page is also available behind the Homework Resources tab in your child’s INDIAN Notebook.) 

x-fox-/x/                y-yellow-/y/

v-van-/v/                 w-wind-/w/

l-lamp-/l/                 h-hat-/h/

k-kite-/k/                 p-pan-/p/               

j-jug-/j/                   e-Ed-/e/

r-rat-/r/                   c-cat-/c/

Writing Activity (In Class):

Students will complete sentence stems to describe what a farmer does in each of the four seasons.  Students will illustrate their writing.

At Home:

Read a book with your child.  Have your child identify sight words they see in the book.  Ask your child tell you what happened at the beginning, middle, and end of the story.

Practice writing the letters x, y, e, c, r, k. Have your child tell you the sound of each letter.

Read sight words:  ran, his, as, has, was, ate, all, with, say, that

Say two rhyming words.  Have your child say an additional word that rhymes with the first two.

chair, bear, ______         bat, sat, _____

Due:

Big Reading Question:

What problems does the Little Red Hen face?

Vocabulary Words:

dough: a thick mixture of flour and either milk or water that is used to make bread

ripe: ready to pick or eat

weeds: wild plants that grow where they are not wanted

Fundations Practice:

Have your child recite the letter-keyword-letter sound for each letter using the attached Fundation card images. (This page is also available behind the Homework Resources tab in your child’s INDIAN Notebook.)  

z-zebra-/z/           qu-queen-/kw/

d-dog-/d/               s-snake-/s/

a-apple-/a/            g-game-/g/          

i-itch-/i/                n-nut-/n/             

m-man-/m/             t-top-/t/

f-fun-/f/                b-bat-/b/

o-octopus-o

Writing Activity (In Class):

Students will use illustrations to sequence the major events of the story The Little Red Hen.  

At Home:

Read Fun In July with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Practice writing the letters z, q, m, t, and b.  Have your child tell you the sound each letter makes.

Read sight words:  ran, his, as, has, was, ate, all, with, say, that

Have your child tell you how to fix the mistakes in this sentence:

i see a Big dog

Due:

Big Reading Question:

What plants are grown on a farm and why?

Vocabulary Words:

edible: fit to eat as food

grains: cereal crops which have seeds that are used to make food

produce: the parts of plants that are grown and used for food

Fundations Practice:

Have your child recite the letter-keyword-letter sound for each letter using the attached Fundation card images. (This page is also available behind the Homework Resources tab in your child’s INDIAN Notebook.) 

x-fox-/x/                y-yellow-/y/

v-van-/v/                 w-wind-/w/

l-lamp-/l/                 h-hat-/h/

k-kite-/k/                 p-pan-/p/               

j-jug-/j/                   e-Ed-/e/

r-rat-/r/                   c-cat-/c/

Writing Activity (In Class):

As a class, students will participate in the creation of a word web including the different types of crops that were included in the read aloud.  Students will then create a list of the produce from the web they like.

At Home:

Read Fun In July with your child.  Remind your child to point to each word as they read.

Practice writing the letters x, y, v, w, h, k. Have your child tell you the sound of each letter.

Read sight words:  ran, his, as, has, was, ate, all, with, say, that

Review sight words from 1st Nine Weeks using list inside your child’s INDIAN Notebook.

Due:

Big Reading Question:

What are the needs and purpose of sheep on the farm?

Vocabulary Words:

fleece: the coat of wool on a sheep

flock: a group of animals such as sheep or birds

responsibilities: tasks or jobs that you are in charge of

shepherd: a person who takes care of sheep

stray: to wander away

Fundations Practice:

Have your child recite the letter-keyword-letter sound for each letter using the attached Fundation card images. (This page is also available behind the Homework Resources tab in your child’s INDIAN Notebook.) 

z-zebra-/z/           qu-queen-/kw/

d-dog-/d/               s-snake-/s/

a-apple-/a/            g-game-/g/          

i-itch-/i/                n-nut-/n/             

m-man-/m/             t-top-/t/

f-fun-/f/                b-bat-/b/

o-octopus-o

Writing Activity (In Class):

Students will write two sentences to show two facts they learned about sheep.  Students will complete illustrations to match their sentences.

At Home:

Read  Fun In July with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Practice writing the letters z, q, s, g, and f.  Have your child tell you the sound each letter makes.

Read sight words:  ran, his, as, has, was, ate, all, with, say, that

Due:

Big Reading Question:

What are the needs and purpose of pigs on the farm?

Vocabulary Words:

litter: baby animals born to the same mother at the same time

raise: to have and take care of

valuable: precious or worth a lot of money

wallow: to roll around in water or mud

Fundations Practice:

We introduced the letters z and q today.  Have your child recite the letter-keyword-letter sound for each letter using the attached Fundation card images. (This page is also available behind the Homework Resources tab in your child’s INDIAN Notebook.)

z-zebra-/z/         qu-queen-/kw/

We have now introduced all 26 lowercase letters of the alphabet.  Your child should be able to identify the name and sound for each letter and correctly write the letter.

Writing Activity (In Class):

Students will write two sentences to show two facts they learned about pigs.  Students will complete illustrations to match their sentences.

At Home:

Read Fun In July with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Practice writing the letters z and q.  Have your child tell you the sound each letter makes.

Read sight words:  ran, his, as, has, was, ate, all, with, say, that

Due:

Big Reading Question:

What are the needs and purpose of chickens on the farm?

Vocabulary Words:

collects: brings together

hatch: come out of an egg

peck: bite or strike with a beak

perching: sitting on a branch or other place like a bird

Fundations Practice:

Have your child recite the letter-keyword-letter sound for each letter using the attached Fundation card images. (This page is also available behind the Homework Resources tab in your child’s INDIAN Notebook.)   

x-fox-/x/                y-yellow-/y/

v-van-/v/                 w-wind-/w/

l-lamp-/l/                 h-hat-/h/

k-kite-/k/                 p-pan-/p/               

j-jug-/j/                   e-Ed-/e/

r-rat-/r/                   c-cat-/c/

Beginning sound practice:  Say 3 words and have your child tell you the letter that makes the beginning sound.

yak            elephant         bear  

Writing Activity (In Class):

Students will write two sentences to show two facts they learned about chickens.  Students will complete illustrations to match their sentences.

At Home:

Read Our Classroom with your child.  Remind your child to point to each word as they read.

Practice writing the letters x, y, s, v, w, k.  Have your child tell you the sound each letter makes.

Read sight words:  ran, his, as, has, was, ate, all, with

Due:

Big Reading Question:

What are the needs and purpose of cows on the farm?

Vocabulary Words:

grazing: to move around feeding on growing grass and/or other plants

herd: a group of animals that feed and travel together

produces: makes, grows, or creates something

Fundations Practice:

Have your child recite the letter-keyword-letter sound for each letter using the attached Fundation card images. (This page is also available behind the Homework Resources tab in your child’s INDIAN Notebook.) 

d-dog-/d/               s-snake-/s/

a-apple-/a/            g-game-/g/          

i-itch-/i/                n-nut-/n/             

m-man-/m/             t-top-/t/

f-fun-/f/                b-bat-/b/

o-octopus-o

Writing Activity (In Class):

Students will write two sentences to show two facts they learned about cows.  Students will complete illustrations to match their sentences.

At Home:

Read Our Classroom with your child.  Remind your child to point to each word as they read.

Practice writing the letters s, f, g, d, x, y.  Have your child tell you the sound each letter makes.

Read sight words:  ran, his, as, has, was, ate, all, with

Review sight words from 1st Nine Weeks using list inside your child’s INDIAN Notebook.

Due:

Big Reading Question:

What different things are found on a farm?

Vocabulary Words:

crops: plants that are grown on a farm for food

harvest: to gather a crop that is ready to be used or eaten

pastures: fields of grass where animals graze

shelter: a structure that protects someone or something from the weather or from danger

tools: pieces of equipment that help you do a job

Fundations Practice:

Have your child recite the letter-keyword-letter sound for each letter using the attached Fundation card images. (This page is also available behind the Homework Resources tab in your child’s INDIAN Notebook.) 

x-fox-/x/                y-yellow-/y/

v-van-/v/                 w-wind-/w/

l-lamp-/l/                 h-hat-/h/

k-kite-/k/                 p-pan-/p/               

j-jug-/j/                   e-Ed-/e/

r-rat-/r/                   c-cat-/c/

Writing Activity (In Class):

As a class, students will draw and label things on a farm.  Student will select one thing from class collaboration and illustrate and write to tell how it is used on a farm.

At Home:

Read Our Classroom with your child.  Remind your child to point to each word as they read.

Practice writing the letters x, y, v, w, h, k. Have your child tell you the sound of each letter.

Read sight words:  ran, his, as, has, was, ate, all, with

Review sight words from 1st Nine Weeks using list inside your child’s INDIAN Notebook.

Due:

Big Reading Question:

How are plants important to people and animals?

Vocabulary Words:

No new vocabulary words were introduced today. 

Watch this video about the many ways humans use plants.

https://study.com/academy/lesson/how-humans-use-plants.html

Fundations Practice:

We introduced the letters x and y today.  Have your child recite the letter-keyword-letter sound for each letter using the attached Fundation card images. (This page is also available behind the Homework Resources tab in your child’s INDIAN Notebook.)

x-fox-/x/         y-yellow-/y/

Writing Activity (In Class):

Students will complete their informational writing using their graphic organizers.

At Home:

Read Our Classroom with your child.  Remind your child to point to each word as they read.

Practice writing the letters x and y. 

Read sight words:  ran, his, as, has, was, ate, all, with

Review sight words from 1st Nine Weeks using list inside your child’s INDIAN Notebook.

Due:

Big Reading Question:

How are plants important to people and animals?

Vocabulary Words:

No new vocabulary words were introduced today. 

Watch this video to review the process of pollination:

https://www.youtube.com/watch?v=txv2k7OoY7U

Fundations Practice:

Have your child recite the letter-keyword-letter sound for each letter using the attached Fundation card images. (This page is also available behind the Homework Resources tab in your child’s INDIAN Notebook.) 

d-dog-/d/               s-snake-/s/

a-apple-/a/            g-game-/g/          

i-itch-/i/                n-nut-/n/             

m-man-/m/             t-top-/t/

f-fun-/f/                b-bat-/b/

o-octopus-o

Writing Activity (In Class):

Students will complete their informational writing using their graphic organizers.

At Home:

Read a book with your child.  Ask them to look for sight words as you point and read the words.  Ask your child to identify the characters and setting of the story.

Read sight words: ran, his, as, has, was, ate

Due:

Big Reading Question:

How are plants important to people and animals?

Vocabulary Words:

No new vocabulary words were introduced today. 

Watch this video to review the life cycle of a plant:

https://www.youtube.com/watch?v=tkFPyue5X3Q&index=4&list=PLe8lHbfqiFv-n51n1U9LL-n6TMUxw8-_V

Fundations Practice:

Have your child recite the letter-keyword-letter sound for each letter using the attached Fundation card images. (This page is also available behind the Homework Resources tab in your child’s INDIAN Notebook.)  

v-van-/v/                 w-wind-/w/

l-lamp-/l/                 h-hat-/h/

k-kite-/k/                 p-pan-/p/               

j-jug-/j/                   e-Ed-/e/

r-rat-/r/                   c-cat-/c/

d-dog-/d/                 s-snake-/s/

a-apple-/a/                g-game-/g/

Sentence practice: Have your child tell you how to fix the mistakes in the sentence.

mary and kim ate a pizza

Writing Activity (In Class):

Students will use their four-square graphic organizer from the previous day to write and illustrate how plants are important to people.

At Home:

Read My Bike with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Practice writing the letters v, w, l, h, k, p, j, e, r, d, s, a, g, c.  Have your child tell you the sound each letter makes.

Read sight words:  ran, his, as, has, was, ate

Due:

Big Reading Question:

How are plants important to people and animals?

Vocabulary Words:

No new vocabulary words were introduced today. 

Watch this video to review the parts of a plant:

https://www.youtube.com/watch?v=T10p473IlWo

Fundations Practice:

Have your child recite the letter-keyword-letter sound for each letter using the attached Fundation card images. (This page is also available behind the Homework Resources tab in your child’s INDIAN Notebook.)   

d-dog-/d/               s-snake-/s/

a-apple-/a/            g-game-/g/           

i-itch-/i/                n-nut-/n/              

m-man-/m/             t-top-/t/

f-fun-/f/                b-bat-/b/

o-octopus-o

Beginning sound practice:  Say 3 words and have your child tell you the letter that makes the beginning sound.

violin            water         insect  

Writing Activity (In Class):

Students will complete a four-square graphic organizer with ways plants are important to people and animals.   

At Home:

Read My Bike with your child.  Remind your child to point to each word as they read.

Practice writing the letters d, s, a, g, i, n, m, t, f, b, o.  Have your child tell you the sound each letter makes.

Read sight words:  ran, his, as, has, was, ate

Due:

Big Reading Question:

What did George Washington Carver do that made him an important botanist?

Vocabulary Words:

botanist: someone who studies plants

botany: the study of plants

canvas: a piece of material on which one can paint

crops: vegetables or plants that are grown on a farm for food

Fundations Practice:

Have your child recite the letter-keyword-letter sound for each letter using the attached Fundation card images. (This page is also available behind the Homework Resources tab in your child’s INDIAN Notebook.) 

v-van-/v/                 w-wind-/w/

l-lamp-/l/                 h-hat-/h/

k-kite-/k/                 p-pan-/p/               

j-jug-/j/                   e-Ed-/e/

r-rat-/r/                   c-cat-/c/

d-dog-/d/                 s-snake-/s/

a-apple-/a/                g-game-/g/                           

Writing Activity (In Class):

Students will illustrate and write to show what made George Washington Carver an important botanist.

At Home:

Read My Bike with your child.  Remind your child to point to each word as they read.

Practice writing the letters v, w, l, h, k, p, j, e, r, d, s, a, g, c.  Have your child tell you the sound each letter makes.

Read sight words:  ran, his, as, has, was, ate

Review sight words from 1st Nine Weeks using list inside your child’s INDIAN Notebook.

Due:

Big Reading Question:

What do plants provide for people?

Vocabulary Words:

bouquet: a bunch of flowers that has been arranged and wrapped

lumberjack: a person who cuts down trees; a logger

medicines: substances given to a sick person to help them feel better

oxygen: a gas found in air and water

provide: to supply or give something

Fundations Practice:

We introduced the letters v and w today.  Have your child recite the letter-keyword-letter sound for each letter using the attached Fundation card images. (This page is also available behind the Homework Resources tab in your child’s INDIAN Notebook.)

 v-van-/v/           w-wind-/w/ 

Writing Activity (In Class):

Students will write a list of products that plants provide for people.

At Home:

Read My Bike with your child.  Remind your child to point to each word as they read.

Practice writing the letters v and w. 

Read sight words:  ran, his, as, has, was, ate

Review sight words from 1st Nine Weeks using list inside your child’s INDIAN Notebook.

Due:

Big Reading Question:

How are deciduous trees and evergreen trees alike and different?

Vocabulary Words:

cones: the parts of some evergreen plants that contain the seeds

conifers: evergreen trees that have needle-like leaves

deciduous: losing leaves every year

evergreen: having green leaves all year round

needles: very thin leaves

Fundations Practice:

Have your child recite the letter-keyword-letter sound for each letter using the attached Fundation card images. (This page is also available behind the Homework Resources tab in your child’s INDIAN Notebook.) 

d-dog-/d/               s-snake-/s/

a-apple-/a/             g-game-/g/          

i-itch-/i/                n-nut-/n/             

m-man-/m/             t-top-/t/

f-fun-/f/                b-bat-/b/

o-octopus-/o/

Writing Activity (In Class):

Students will complete a Venn diagram to compare deciduous trees and evergreen trees.

At Home:

Read a book with your child.  Ask them to look for sight words as you point and read the words.  Ask your child to identify the characters and setting of the story.

Read sight words: ran, his, as, has

Due:

Big Reading Question:

How do deciduous trees change throughout the year?

Vocabulary Words:

bare: without any covering

deciduous: losing leaves every year

dormant: not active, asleep

habitat: a place where an animal lives that has food, water, and shelter

sheds: drops, loses, or separates from something

Fundations Practice:

Have your child recite the letter-keyword-letter sound for each letter using the attached Fundation card images. (This page is also available behind the Homework Resources tab in your child’s INDIAN Notebook.)  

l-lamp-/l/                 h-hat-/h/

k-kite-/k/                 p-pan-/p/               

j-jug-/j/                   e-Ed-/e/

r-rat-/r/                   c-cat-/c/

d-dog-/d/                 s-snake-/s/

a-apple-/a/                g-game-/g/

Sentence practice: Have your child tell you how to fix the mistakes in the sentence.

i can see the dog

Writing Activity (In Class):

Students will use a four-square graphic organizer to illustrate a deciduous tree in each season and label the seasons.

At Home:

Read Visiting a Park with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Practice writing the letters l, h, k, p, j, e, r, d, s, a, g, c.  Have your child tell you the sound each letter makes.

Read sight words:  ran, his, as, has

Due:

Big Reading Question:

What made Johnny Appleseed a hero?

Vocabulary Words:

eventually: at some later time; in the end

hero: a very brave person

orchards: areas of land where fruit trees are grown

Fundations Practice:

Have your child recite the letter-keyword-letter sound for each letter using the attached Fundation card images. (This page is also available behind the Homework Resources tab in your child’s INDIAN Notebook.)   

d-dog-/d/               s-snake-/s/

a-apple-/a/             g-game-/g/           

i-itch-/i/                n-nut-/n/              

m-man-/m/             t-top-/t/

f-fun-/f/                b-bat-/b/

o-octopus-o

Beginning sound practice:  Say 3 words and have your child tell you the letter that makes the beginning sound.

umbrella            jungle         hungry  

Writing Activity (In Class):

Students will draw Johnny Appleseed and write a sentence telling what made him a hero.   

At Home:

Read Visiting a Park with your child.  Remind your child to point to each word as they read.

Practice writing the letters d, s, a, g, i, n, m, t, f, b, o.  Have your child tell you the sound each letter makes.

Read sight words:  ran, his, as, has

Due:

Big Reading Question:

What happens after a flower is pollinated?

Vocabulary Words:

blossoms: the flowers on a plant or tree

core: the center or middle part of something

fruit: the part of the plant that contains the seed

produce: to make

scrumptious: something that tastes very good

Fundations Practice:

Have your child recite the letter-keyword-letter sound for each letter using the attached Fundation card images. (This page is also available behind the Homework Resources tab in your child’s INDIAN Notebook.) 

l-lamp-/l/                 h-hat-/h/

k-kite-/k/                 p-pan-/p/               

j-jug-/j/                   e-Ed-/e/

r-rat-/r/                   c-cat-/c/

d-dog-/d/                 s-snake-/s/

a-apple-/a/                g-game-/g/                           

Writing Activity (In Class):

Students will illustrate and write to show how pollination produces seeds and fruits.

At Home:

Read Visiting a Park with your child.  Remind your child to point to each word as they read.

Practice writing the letters l, h, k, p, j, e, r, d, s, a, g, c.  Have your child tell you the sound each letter makes.

Read sight words:  ran, his, as, has

Review sight words from 1st Nine Weeks using list inside your child’s INDIAN Notebook.

Due:

Big Reading Question:

How are bees important to plants?

Vocabulary Words:

honey: a sweet, sticky food made by bees from the nectar of flowers

nectar: a sweet liquid found in flowers that bees and some birds collect

petals: the colored, outer parts of a flower that are not usually green

pollen: a fine, usually yellowish powder found in the center of flowers

pollination: when pollen from one flower lands on another flower and the second flower makes seeds

Fundations Practice:

We introduced the letters l, h, and k today.  Have your child recite the letter-keyword-letter sound for each letter using the attached Fundation card images. (This page is also available behind the Homework Resources tab in your child’s INDIAN Notebook.)

 l-lamp-/l/           h-hat-/h/ 

k-kite-/k/

Writing Activity (In Class):

Students will write sentence and illustrate to show how bees are important to plants.

At Home:

Read Visiting a Park with your child.  Remind your child to point to each word as they read.

Practice writing the letters p and j. 

Read sight words:  ran, his, as, has

Review sight words from 1st Nine Weeks using list inside your child’s INDIAN Notebook.

Due:

Big Reading Question:

How do vegetables grow?

Vocabulary Words:

farmer: a person who works on a farm growing plants and/or animals

harvest: to collect or gather

Fundations Practice:

Have your child recite the letter-keyword-letter sound for each letter using the attached Fundation card images. (This page is also available behind the Homework Resources tab in your child’s INDIAN Notebook.)  

d-dog-/d/               s-snake-/s/

a-apple-/a/            g-game-/g/          

i-itch-/i/                n-nut-/n/              

m-man-/m/             t-top-/t/

f-fun-/f/                b-bat-/b/

Writing Activity (In Class):

Students will create a model showing what vegetables grow above the soil and what vegetables grow below the soil.

At Home:

Read a book with your child.  Ask them to look for sight words as you point and read the words.  Ask your child to identify the parts of the book: front cover, back cover, title page, spine

Read sight words: ran, his

Due:

Big Reading Question:

How can a seed be used to provide food?

Vocabulary Words:

budge: to move a little

gigantic: very large

stew: a soup, usually with meat and vegetables, cooked a long time

Fundations Practice:

Have your child recite the letter-keyword-letter sound for each letter using the attached Fundation card images. (This page is also available behind the Homework Resources tab in your child’s INDIAN Notebook.)  

p-pan-/p/                 j-jug-/j/

e-Ed-/e/                   r-rat-/r/

d-dog-/d/                 s-snake-/s/

a-apple-/a/                g-game-/g/               

c-cat-/c/                  o-octopus-/o/

Sentence practice: Have your child tell you how to fix the mistakes in the sentence.

the dog is fast

Writing Activity (In Class):

Students will draw and label the plant that provided food in the story The Gigantic Turnip. Students will draw and label other plants that provide food.

At Home:

Read On the Farm with your child.  Remind your child to point to each word as they read.  Ask them to look for sight words. 

Practice writing the letters p, j, e, r, d, s, a, g, c, o.  Have your child tell you the sound each letter makes.

Read sight words:  ran, his

Due:

Big Reading Question:

What is the life cycle of a plant?

Vocabulary Words:

germinate: to start to grow

life cycle: the stages and changes that happen in living things

mature: to grow into an adult or full-grown animal or plant

sapling: a young tree

seedlings: young or baby plants that have grown from a seed

Fundations Practice:

Have your child recite the letter-keyword-letter sound for each letter using the attached Fundation card images. (This page is also available behind the Homework Resources tab in your child’s INDIAN Notebook.)   

d-dog-/d/               s-snake-/s/

a-apple-/a/            g-game-/g/           

i-itch-/i/                n-nut-/n/              

m-man-/m/             t-top-/t/

f-fun-/f/                b-bat-/b/

Rhyming practice:  Say 3 rhyming words and have your child say another word that rhymes.

hug, mug, rug, ______        tree, bee, he, ______

Writing Activity (In Class):

Students will write and illustrate to show the life cycle of plants.   

At Home:

Read On the Farm with your child.  Remind your child to point to each word as they read.

Practice writing the letters d, s, a, g, i, n, m, t, f, b.  Have your child tell you the sound each letter makes.

Read sight words:  ran, his

Due:

Big Reading Question:

How do the parts of a plant help it live and grow?

Vocabulary Words:

flowers: parts of the plant where seeds are; blossoms

leaves: the parts of the plant that make food for the plant

photosynthesis: the process in green plants that uses light to turn water and air into food

roots: the parts of the plant that keep it in the ground and take up food and water

seeds: the small, protected parts of a plant that are able to grow into a new plant

stems: the parts of the plant that support the plant and through which water and nutrients travel to the rest of the plant

survival: the act of staying alive

Fundations Practice:

Have your child recite the letter-keyword-letter sound for each letter using the attached Fundation card images. (This page is also available behind the Homework Resources tab in your child’s INDIAN Notebook.) 

p-pan-/p/                 j-jug-/j/

e-Ed-/e/                   r-rat-/r/

d-dog-/d/                 s-snake-/s/

a-apple-/a/                g-game-/g/                

c-cat-/c/                  o-octopus-/o/           

Writing Activity (In Class):

Student will create a plant model and label the parts of the plant.

At Home:

Read On the Farm with your child.  Remind your child to point to each word as they read.

Practice writing the letters p, j, e, r, d, s, a, g, c, o.  Have your child tell you the sound each letter makes.

Read sight words:  ran, his

Review sight words from 1st Nine Weeks using list inside your child’s INDIAN Notebook.

Due:

Big Reading Question:

What do plants need to live and grow?

Vocabulary Words:

environment: the place where living things live

nutrients: things that help plants or animals grow and be healthy

plants: (noun) living things that grow in the ground or water

plant: (verb) to put a seed or plant in soil so it will grow

soil: the top layer of dirt where seeds or plants are planted

Fundations Practice:

We introduced the letters p and j today.  Have your child recite the letter-keyword-letter sound for each letter using the attached Fundation card images. (This page is also available behind the Homework Resources tab in your child’s INDIAN Notebook.)

 p-pan-/p/           j-jug-/j/

Writing Activity (In Class):

Students will draw and label the three needs of living things.

At Home:

Read On the Farm with your child.  Remind your child to point to each word as they read.

Practice writing the letters p and j. 

Read sight words:  ran, his

Review sight words from 1st Nine Weeks using list inside your child’s INDIAN Notebook.

Due:

CHARACTER PUMPKIN PROJECTS DUE
 
Project information was sent home with your child on Tuesday, October 2nd. 
 
See attachment for directions.
 
 

Due:

Big Reading Question:

How do you retell a story using characters, setting, and plot?

Vocabulary Words:

There are no new vocabulary words today.  Review these words with your child:

character: the person or animal that a story is about

fiction: a type of book or story that has imaginary characters and events

setting: where and when a story takes place

plot: the events of a story; what happens at the beginning, middle, and end of the story

Fundations Practice:

Have your child recite the letter-keyword-letter sound for each letter using the attached Fundation card images. (This page is also available behind the Homework Resources tab in your child’s INDIAN Notebook.)  

e-Ed-/e/                   r-rat-/r/

d-dog-/d/                  s-snake-/s/

a-apple-/a/                g-game-/g/                

c-cat-/c/                   o-octopus-/o/           

f-fun-/f/                   b-bat-/b/

Syllable practice: Have your child tell how many syllables are in each of these words:

tickle      cat    Goldilocks    bear

Writing Activity (In Class):

In small groups, students will choose a story from the domain to act out for the class.  Students will be sure to include all story elements in their reenactment.

At Home:

Read a book with your child.  Ask them to look for sight words as you point and read the words.  Ask your child to identify the parts of the book: front cover, back cover, title page, spine

Practice writing your name 3 times. 

Read sight words:  I, a, can, the, like, see, and, to, at, saw, want, is, am, good, are, yes, look

Due:

Big Reading Question:

How do you retell the story Tug of War  using characters, setting, and plot?

Vocabulary Words:

boast: to tell someone about something in a proud way

bold: brave and fearless

foolishness: a lack of good sense or judgment

might: physical strength

Fundations Practice:

Have your child recite the letter-keyword-letter sound for each letter using the attached Fundation card images. (This page is also available behind the Homework Resources tab in your child’s INDIAN Notebook.)   

d-dog-/d/               s-snake-/s/

a-apple-/a/            g-game-/g/           

i-itch-/i/                n-nut-/n/              

m-man-/m/             t-top-/t/

Rhyming practice:  Say 3 rhyming words and have your child say another word that rhymes.

hop, top, bop, ______        bite, white, kite, ______

Writing Activity (In Class):

In small groups, students will place picture cards from the story in correct sequence and retell the story.   

At Home:

Read Look At Me! with your child.  Remind your child to point to each word as they read.

Practice writing the letters d, s, a, g, i, n, m, t.  Have your child tell you the sound each letter makes.

Read sight words:  I, a, can, the, like, see, and, to, at, saw, want, is, am, good, are, yes, look

Due:

Big Reading Question:

How do you retell the story Goldilocks and the Three Bears using characters, setting, and plot?

Vocabulary Words:

peep: a quick and secret look at something or someone

startled: surprised because of an unexpected event

suddenly: very quickly and unexpectedly

wee: very small

Fundations Practice:

Have your child recite the letter-keyword-letter sound for each letter using the attached Fundation card images. (This page is also available behind the Homework Resources tab in your child’s INDIAN Notebook.) 

e-Ed-/e/                   r-rat-/r/

d-dog-/d/                 s-snake-/s/

a-apple-/a/                g-game-/g/                

c-cat-/c/                  o-octopus-/o/           

f-fun-/f/                   b-bat-/b/

Writing Activity (In Class):

Student will complete a sequencing graphic organizer to tell about the beginning, middle, and end events of the story.

At Home:

Read Look At Me! with your child.  Remind your child to point to each word as they read.

Practice writing the letters e, r, d, s, a, g, c, o, f, b.  Have your child tell you the sound each letter makes.

Read sight words:  I, a, can, the, like, see, and, to, at, saw, want, is, am, good, are, yes, look

Due:

Today we had a wonderful field trip to Deep Well Farms Pumpkin Patch.
 
Watch this video together about the life cycle of a pumpkin and then have your child tell you about the life cycle of a pumpkin.
 
 
 

Due:

Big Reading Question:

What are the elements (character, setting, plot) of the story The Story of the Jumping Mouse?

Vocabulary Words:

compassion: deep awareness of the suffering of another, as well as a desire to stop it

enormous: very large

fragrances: sweet or pleasant odors

misused: used incorrectly

Fundations Practice:

We introduced the letters e and r today.  Have your child recite the letter-keyword-letter sound for each letter using the attached Fundation card images. (This page is also available behind the Homework Resources tab in your child’s INDIAN Notebook.)

 e-Ed-/e/           r-rat-/r/

Writing Activity (In Class):

Students will draw their favorite character from the story and then write, or dictate, why that is their favorite character.

At Home:

Read Look At Me! with your child.  Remind your child to point to each word as they read.

Practice writing the letters e and r. 

Read sight words:  I, a, can, the, like, see, and, to, at, saw, want, is, am, good, are, yes, look

Due:

Big Reading Question:

What are the elements of the story The Story of Jumping Mouse Part 1?

Vocabulary Words:

brush: a bunch of bushes, shrubs, and other plants growing close together

journey: a long trip or voyage from one place to another

perilous: dangerous

swayed: changed an idea or an opinion

Fundations Practice:

Have your child recite the letter-keyword-letter sound for each letter using the attached Fundation card images. (This page is also available behind the Homework Resources tab in your child’s INDIAN Notebook.)  

d-dog-/d/               s-snake-/s/

a-apple-/a/            g-game-/g/            i-itch-/i/    

t-top-/t/                n-nut-/n/              m-man-/m/

Writing Activity (In Class):

As a class, we will add the story elements to anchor chart.  Student will independently illustrate and label their prediction of where the mouse will go next in the story.

At Home:

Read a book with your child.  Ask them to look for sight words as you point and read the words.  Ask your child to identify the parts of the book: front cover, back cover, title page, spine

Read sight words:  I, a, can, the, like, see, and, to, at, saw. want, is, am, good

Due:

Big Reading Question:

How do you retell the story Momotaro, Peach Boy using characters, setting, and plot?

Vocabulary Words:

island: a piece of land completely surrounded by water

pheasant: a type of bird that normally has a long tail

swooped: moved downward quickly through the air in a curving movement

Fundations Practice:

Have your child recite the letter-keyword-letter sound for each letter using the attached Fundation card images. (This page is also available behind the Homework Resources tab in your child’s INDIAN Notebook.)  

d-dog-/d/                  s-snake-/s/

a-apple-/a/                g-game-/g/               

c-cat-/c/                   o-octopus-/o/           

f-fun-/f/                   b-bat-/b/

Syllable practice: Have your child tell how many syllables are in each of these words:

bubble      salamander    backpack    bug

Writing Activity (In Class):

Student will use a sequencing graphic organizer to draw and label the events of the story using the labels first, next, then, and last.

At Home:

Read Make a Kite with your child.  Remind your child to point to each word as they read.

Practice writing your name 3 times. 

Read sight words:  I, a, can, the, like, see, and, to, at, saw, want, is, am, good

Due:

Big Reading Question:

What are the story elements (character, setting, plot) of the story Los Tres Pequenos Jabalies?

Vocabulary Words:

acorn: the seed of an oak tree

character: the person or animal that a story is about

den: a cave-like home of some wild animals

fiction: a type of book or story that has imaginary characters and events

sly: sneaky and secretive

Fundations Practice:

Have your child recite the letter-keyword-letter sound for each letter using the attached Fundation card images. (This page is also available behind the Homework Resources tab in your child’s INDIAN Notebook.)   

d-dog-/d/               s-snake-/s/

a-apple-/a/            g-game-/g/           

i-itch-/i/                n-nut-/n/              

m-man-/m/             t-top-/t/

Rhyming practice:  Say 3 rhyming words and have your child say another word that rhymes.

big, wig, jig, ______        take, make, fake, ______

Writing Activity (In Class):

Student will complete story map containing setting, characters, beginning, middle, and end of story.

At Home:

Read Make a Kite with your child.  Remind your child to point to each word as they read.

Practice writing the letters d, s, a, g, i, n, m, t.  Have your child tell you the sound each letter makes.

Read sight words:  I, a, can, the, like, see, and, to, at, saw, want, is, am, good

Due:

Big Reading Question:

What makes the story The Bremen Town Musicians a fictional story?

Vocabulary Words:

musician: someone who plays a musical instrument or sings

panting: breathing quickly through your mouth because you are hot or out of breath

perched: sat or rested on something

Fundations Practice:

Have your child recite the letter-keyword-letter sound for each letter using the attached Fundation card images. (This page is also available behind the Homework Resources tab in your child’s INDIAN Notebook.) 

d-dog-/d/                 s-snake-/s/

a-apple-/a/                g-game-/g/                

c-cat-/c/                  o-octopus-/o/           

f-fun-/f/                   b-bat-/b/

Writing Activity (In Class):

Student will complete a t-chart comparing things animals do in real life to things animals do not do in real life.

At Home:

Read Make a Kite with your child.  Remind your child to point to each word as they read.

Practice writing the letters d, s, a, g, c, o, f, b.  Have your child tell you the sound each letter makes.

Read sight words:  I, a, can, the, like, see, and, to, at, saw, want, is, am, good

Due:

Big Reading Question:

What are the characteristics of a folktale?

Vocabulary Words:

bleated: made the sound or cry of a goat or sheep

disguise: make oneself look like someone or something else

kids: young goats

miller: one who works in, operates, or owns a mill-a building where grain is ground into flour

terrified: deeply afraid

Fundations Practice:

We introduced the letters d and s today.  Have your child recite the letter-keyword-letter sound for each letter using the attached Fundation card images. (This page is also available behind the Homework Resources tab in your child’s INDIAN Notebook.)

 d-dog-/d/           s-snake-/s/

Writing Activity (In Class):

Student will complete a story map including characters, setting, and plot.

At Home:

Read Make a Kite with your child.  Remind your child to point to each word as they read.

Practice writing the letters d and s. 

Read sight words:  I, a, can, the, like, see, and, to, at, saw, want, is, am, good

Due:

Big Reading Question:

What is the setting of the story The Three Billy Goats Gruff?

Vocabulary Words:

creaked: made a low, squeaking sound

gobble: to eat something quickly and in a greedy way

longed: had an earnest, heartfelt desire for something

scarcely: only just barely; by a small amount

setting: where a story takes place

Fundations Practice:

Have your child recite the letter-keyword-letter sound for each letter using the attached Fundation card images. (This page is also available behind the Homework Resources tab in your child’s INDIAN Notebook.)  

a-apple-/a/            g-game-/g/            i-itch-/i/    

t-top-/t/                n-nut-/n/              m-man-/m/

Writing Activity (In Class):

Student will draw a picture to show the setting of the story The Three Billy Goats Gruff.  Students will add labels to their picture.

At Home:

Read a book with your child.  Ask them to look for sight words as you point and read the words.

Read sight words:  I, a, can, the, like, see, and, to, at, saw. want, is

Due:

Big Reading Question:

What is the plot of the story The Three Little Pigs?

Vocabulary Words:

blazing: hot and shining brightly

chimney: a hollow passage through which smoke escapes from a building

huff: to blow air or breathe in and out heavily

plot: the events of a story

puff: to make a sudden gust of smoke, air, breath, or wind

Fundations Practice:

Have your child recite the letter-keyword-letter sound for each letter using the attached Fundation card images. (This page is also available behind the Homework Resources tab in your child’s INDIAN Notebook.)  

a-apple-/a/                g-game-/g/                c-cat-/c/  

o-octopus-/o/            f-fun-/f/                   b-bat-/b/

Syllable practice: Have your child tell how many syllables are in each of these words:

candy      bucket    elephant    dog                                                                       

Writing Activity (In Class):

Student will cut and paste pictures from the story The Three Little Pigs in correct sequence to retell the story.  Students will write time order words to help in the retelling.

At Home:

Read Our Jobs with your child.  Remind your child to point to each word as they read.

Practice writing your name 3 times. 

Read sight words:  I, a, can, the, like, see, and, to, at, saw, want, is

Due:

Big Reading Question:

How do you retell the story Chicken Little using characters, setting, and plot?

Vocabulary Words:

acorn: the seed of an oak tree

character: the person or animal that a story is about

den: a cave-like home of some wild animals

fiction: a type of book or story that has imaginary characters and events

sly: sneaky and secretive

Fundations Practice:

Have your child recite the letter-keyword-letter sound for each letter using the attached Fundation card images. (This page is also available behind the Homework Resources tab in your child’s INDIAN Notebook.)   

a-apple-/a/            g-game-/g/            i-itch-/i/    

t-top-/t/                n-nut-/n/              m-man-/m/

Rhyming practice:  Say 3 rhyming words and have your child say another word that rhymes.

hat, bat, cat, ______        snow, crow, mow, ______

Writing Activity (In Class):

Student will draw and write about the beginning, middle, and end of the story Chicken Little.

At Home:

Read Our Jobs with your child.  Remind your child to point to each word as they read.

Practice writing the letters a, g, i, t, n, m.  Have your child tell you the sound each letter makes.

Read sight words:  I, a, can, the, like, see, and, to, at, saw, want, is

Due:

Big Reading Question:

What are the five senses, and how do they help keep you safe?

Vocabulary Words:

No new vocabulary introduced today.  Review of previous vocabulary words.  Ask your child to identify the body part associated with each of the five senses.

Sight-eyes, hearing-ears, smell-nose, taste-tongue, touch-skin

Fundations Practice:

Have your child recite the letter-keyword-letter sound for each letter using the attached Fundation card images. (This page is also available behind the Homework Resources tab in your child’s INDIAN Notebook.) 

a-apple-/a/                g-game-/g/                c-cat-/c/  

o-octopus-/o/            f-fun-/f/                   b-bat-/b/

Writing Activity (In Class):

Student will complete four-square informational writing/drawing showing three things they learned about the five senses of touch and one way the senses keep them safe.

At Home:

Read Our Jobs with your child.  Remind your child to point to each word as they read.

Practice writing the letters a, g, c, o, f, b.  Have your child tell you the sound each letter makes.

Read sight words:  I, a, can, the, like, see, and, to, at, saw, want, is

Due:

Big Reading Question:

What are the five senses, and how do they help keep you safe?

Vocabulary Words:

No new vocabulary introduced today.  Review of previous vocabulary words.  Ask your child to identify the body part associated with each of the five senses.

Sight-eyes, hearing-ears, smell-nose, taste-tongue, touch-skin

Fundations Practice:

We introduced the letters a and g today.  Have your child recite the letter-keyword-letter sound for each letter using the attached Fundation card images. (This page is also available behind the Homework Resources tab in your child’s INDIAN Notebook.)

 a-apple-/a/           g-game-/g/

Writing Activity (In Class):

Student will select one sense and use drawing, writing, and dictation to tell how the chosen sense helps keep them safe.

At Home:

Read Our Jobs with your child.  Remind your child to point to each word as they read.

Practice writing the letters a and g. 

Read sight words:  I, a, can, the, like, see, and, to, at, saw, want, is

Due:

Big Reading Question:

What challenges did Helen Keller face, and how did she overcome them?

Vocabulary Words:

deaf: unable to hear; lacking the sense of hearing

disobedient: misbehaving; refusing to do what one is told

frustrated: discouraged or unhappy

sensations: feelings caused by one of your senses

Fundations Practice:

Have your child recite the letter-keyword-letter sound for each letter. 

Cc                 Oo                     Ii                  Tt                Nn                Mm

c-cat-/k/      o-octopus-/o/    i-itch-/i/     t-top-/t/      n-nut-/n/     m-man-/m/

Writing Activity (In Class):

Student will complete visual biography of Helen Keller’s life by sequencing pictures.  Students will label pictures.

At Home:

Read a book with your child.  Ask them to look for sight words as you point and read the words.

Read sight words:  I, a, can, the, like, see, and, to, at, saw

Due:

Big Reading Question:

What challenges did Ray Charles face, and how did he overcome them?

Vocabulary Words:

blind: unable to see; not having the sense of sight

disability: inability to perform a task of daily life in the way that most people can

disease: serious sickness or illness

opportunity: a good chance to accomplish something

remarkable: wonderful or amazing

Fundations Practice:

Have your child recite the letter-keyword-letter sound for each letter. 

Cc                 Oo                        Ff                   Bb             

c-cat-/k/      o-octopus-/o/      f-fun-/f/        b-bat-/b/

Writing Activity (In Class):

Student will complete visual biography of Ray Charles’ life by sequencing pictures.  Students will label pictures.

At Home:

Read The Puppy with your child.  Remind your child to point to each word as they read.

Practice writing your name 3 times. 

Read sight words:  I, a, can, the, like, see, and, to, at, saw

Due:

Big Reading Question:

What do you know about each of the five senses?

Vocabulary Words:

No new vocabulary introduced today.  Review of previous vocabulary words.  Ask your child to identify the body part associated with each of the five senses.

Sight-eyes, hearing-ears, smell-nose, taste-tongue, touch-skin

Fundations Practice:

Have your child recite the letter-keyword-letter sound for each letter. 

Cc                 Oo                     Ii                 Tt                 Nn               Mm                   

c-cat-/k/      o-octopus-/o/    i-itch-/i/     t-top-/t/      n-nut-/n/     m-man-/m/

Writing Activity (In Class):

Student will draw a picture of them using one of the five senses and complete the sentence stem I can _____ with my _____. (selecting a sense and the matching body part)

At Home:

Read The Puppy with your child.  Remind your child to point to each word as they read.

Practice writing the letters i, t, n, m.  Have your child tell you the sound each letter makes.

Read sight words:  I, a, can, the, like, see, and, to, at, saw

Due:

Big Reading Question:

How does the sense of touch keep us safe?

Vocabulary Words:

nerves: tiny, wire-like bits under the skin enabling us to feel

sensitive: able to feel something strongly or quickly

skin: the soft, smooth covering all over the outside of the body

texture: the way something feels on the outside or surface

Fundations Practice:

Have your child recite the letter-keyword-letter sound for each letter. 

Cc                  Oo                       Ff                   Bb                                                         

c-cat-/k/      o-octopus-/o/      f-fun-/f/        b-bat-/b/

Writing Activity (In Class):

Student will complete four-square writing showing three things they learned about the sense of touch and one way the sense of touch keeps them safe.

At Home:

Read The Puppy with your child.  Remind your child to point to each word as they read.

Practice writing the letters c, o, f, b.  Have your child tell you the sound each letter makes.

Read sight words:  I, a, can, the, like, see, and, to, at, saw

Due:

Big Reading Question:

What does the tongue do, and how does it keep you safe?

Vocabulary Words:

congested: having too much mucus in your nose making hard to breathe

flavorful: having a strong and pleasant taste

saliva: the watery fluid in your mouth

taste buds: tiny bumps on the tongue that send taste messages to the brain

Fundations Practice:

We introduced the letters c and o today.  Have your child recite the letter-keyword-letter sound for each letter. 

Cc                           Oo

c-cat-/k/                o-octopus-/o/

Writing Activity (In Class):

Student will complete four-square writing showing three things they learned about the sense of taste and one way the sense of taste keeps them safe.

At Home:

Read The Puppy with your child.  Remind your child to point to each word as they read.

Practice writing the letters c and o. 

Read sight words:  I, a, can, the, like, see, and, to, at, saw

Due:

Today we learned about the sense of smell.  Ask your child what the nose does, and how does it keep us safe?

Due:

Complete each nightly assignment as listed on the attached homework page.  All assignments are due on September 7th.

Due:

Today we learned about the sense of hearing.  Ask your child what the ears do, and how do they keep us safe?

Due:

Today we read about the sense of sight.  Ask your child what the eyes do, and how do they keep us safe?

Due:

Today we read, My Senses Are Amazing.  Ask your child what they know about the five senses.

Due:

Complete each nightly assignment as listed on the attached homework page.  All assignments are due on August 31st.

Due:

We read the fable The Hare and the Tortoise in class today.  Ask your child what happened in the story to cause the characters to learn a lesson?

Due:

We read the fable The Dog and His Reflection in class today.  Ask your child what lesson did they learn from today's fable.

Due:

We read the fable The Lion and the Mouse  in class today.  Ask your child what was the lesson they learned from today's fable.

Due:

Please complete the weekly homework paper with your child.  This is found in the their Indian binder behind the homework tab.