Loudon Elementary School

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Classroom Activities and Assignments

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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 Practice:

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

Use and spelling of digraph ck

Writing Activity (In Class):

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

At Home:

Complete Homework Packet for 2-18-20

Read sight words:  so, too, funny, soon, no, or, for, little, of, have, by, from, my, do, very, did

Due:

Big Reading Question:

How is the weather important to daily life?

We reviewed the Weather and Seasons Domain today.  As culminating activities, students will be creating their own weather report, writing to give their opinion about which season is the best, and writing to tell how the weather is important to daily life.  We will also be conducting various weather related activities and experiments.

Vocabulary Words:

No new vocabulary words were introduced today. 

Fundations:

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

Review of trick words: I, you

Listening for long and short vowel sounds

Writing Activity (In Class):

Students will use writing and illustrations to tell how the weather is important to daily life.

At Home:

Complete Homework Packet for 2-19-20

Read sight words:  so, too, funny, soon, no, or, for, little, of, have, by, from, my, do, very, did

Due:

Big Reading Question:

In your opinion, which is the best season of the year?  Use facts to support your opinion.

We continued our review of the Weather and Seasons Domain today.  As culminating activities, students will be creating their own weather report, writing to give their opinion about which season is the best, and writing to tell how the weather is important to daily life.  We will also be conducting various weather related activities and experiments.

Vocabulary Words:

No new vocabulary words were introduced today. 

Fundations:

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

Scooping sentences into phrases

Writing Activity (In Class):

Students will draw and write to tell which season is the best, providing reasons to support their opinion.

At Home:

Complete Homework Packet for 2-20-20

Read sight words:  so, too, funny, soon, no, or, for, little, of, have, by, from, my, do, very, did

Due:

Big Reading Question:

In your opinion, which is the best season of the year?  Use facts to support your opinion.

We continued our review of the Weather and Seasons Domain today.  As culminating activities, students will be creating their own weather report, writing to give their opinion about which season is the best, and writing to tell how the weather is important to daily life.  We will also be conducting various weather related activities and experiments.

Vocabulary Words:

No new vocabulary words were introduced today.

Fundations:

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

Tapping and reading nonsense words

whep   chuz   muth

Trick word practice

Storytime

Writing Activity (In Class):

Students will create a weather report and present it to the class.

At Home:

Complete Homework Packet for 2-21-20. 

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

Read sight words:  so, too, funny, soon, no, or, for, little, of, have, by, from, my, do, very, did

Past Assignments

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

Reading sentences with trick words

He would like to be a clown.

She will go with me now

Writing Activity (In Class):

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

At Home:

Complete Homework Packet for 2-14-20.

Read sight words:  so, too, funny, soon, no, or, for, little, of, have, by, from, my, do

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 and words with digraphs

Tapping and reading nonsense words

chep   sish   vop

Writing Activity (In Class):

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

At Home:

Complete Homework Packet for 2-13-20. 

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

Read sight words:  so, too, funny, soon, no, or, for, little, of, have, by, from, my, do

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:

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

Scooping sentences into phrases

Writing Activity (In Class):

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

At Home:

Complete Homework Packet for 2-12-20

Read sight words:  so, too, funny, soon, no, or, for, little, of, have, by, from, my, do

Due:

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 and words with digraphs

Review of trick words: be, me

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:

Complete Homework Packet for 2-11-20

Read sight words:  so, too, funny, soon, no, or, for, little, of, have, by, from, my, do

Due:

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 Practice:

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

Alphabetical order practice

Writing Activity (In Class):

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

At Home:

Complete Homework Packet for 2-10-20

Read sight words:  so, too, funny, soon, no, or, for, little, of, have, by, from, my, do

Due:

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:

Reviewing letter names, sounds, and correct formation

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

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:

Complete Homework Packet for 2-7-20.

Read sight words:  so, too, funny, soon, no, or, for, little, of, have, by, from

Due:

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:

Reviewing letter names, sounds, and correct formation

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

Review trick words: we, she, he

Writing Activity (In Class):

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

At Home:

Complete Homework Packet for 2-6-20. 

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

Read sight words:  so, too, funny, soon, no, or, for, little, of, have, by, from

Due:

Big Reading Question:

What are the characteristics and the 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:

Reviewing letter names and sounds

Teach/review digraphs wh, ch, sh, th, ck

Blending, reading, and spelling words with digraphs

Writing Activity (In Class):

Students will begin informative writing piece by completing four square graphic organizer with facts/details about the main topic of the read aloud (summer).   

At Home:

Complete Homework Packet for 2-5-20

Read sight words:  so, too, funny, soon, no, or, for, little, of, have, by, from

Due:

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:

Reviewing letter names, sounds, and correct formation

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):

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 sight words: so, too, funny, soon, no, or, for, little, of, have

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:

Reviewing letter names, sounds, and correct formation

Blending, reading, and spelling CVC words

Blending and reading nonsense words

Writing Activity (In Class):

Students will complete four square graphic organizer about facts they learned about the season of autumn.

At Home:

Complete Homework Packet for 1-30-20.

Read sight words:  so, too, funny, soon, no, or, for, little, of, have

Due:

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:

Reviewing letter names, sounds, and correct formation

Blending, reading, and spelling CVC words

Review trick word: was

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:

Complete Homework Packet for 1-29-20. 

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

Read sight words:  so, too, funny, soon, no, or, for, little, of, have

Due:

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:

Reviewing letter names and sounds

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 (spring).   

At Home:

Complete Homework Packet for 1-28-20

Read sight words:  so, too, funny, soon, no, or, for, little, of, have

Due:

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:

Reviewing letter names and sounds

Blending, reading, and spelling CVC words

Alphabetical order

Writing Activity (In Class):

Students will complete four square graphic organizer about facts they learned about the season of spring.

At Home:

Complete Homework Packet for 1-27-20

Read sight words:  so, too, funny, soon, no, or, for, little, of, have

Due:

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 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 use their four square graphic organizer from the previous day to write about the season of winter.

At Home:

Read sight words: so, too, funny, soon, no, or, for, little

Due:

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

Reviewing trick words: as, has

Writing Activity (In Class):

Students will complete four square graphic organizer about facts they learned about the season of winter.

At Home:

Complete Homework Packet for 1-23-20.

Read sight words:  so, too, funny, soon, no, or, for, little

Due:

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

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

At Home:

Complete Homework Packet for 1-22-20. 

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

Read sight words:  so, too, funny, soon, no, or, for, little

Due:

Big Reading Question:

What are three facts you know about Washington, D.C.

 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:

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 write three facts they learned about Washington, D.C. from today’s read aloud. 

At Home:

Complete Homework Packet for 1-21-20

Read sight words:  so, too, funny, soon, no, or, for, little

Due:

Big Reading Question:

How are royal families different from regular families?

Vocabulary Words:

No new vocabulary words were introduced today.

Fundations Practice:

Blending, reading, and spelling CVC words

Blending and reading nonsense words

Reading sentences with trick words

This is John’s pencil.

Is it his eraser?

Writing Activity (In Class):

Students will finish their writing to tell how royal families are different from regular families.  Student will add illustrations to their writing.

At Home:

Read sight words: so, too, funny, soon, no

Due:

Big Reading Question:

How are royal families different from regular families?

Vocabulary Words:

No new vocabulary words were introduced today.

Fundations:

Blending, reading, and spelling CVC words

Reading nonsense words

nex   vit   boz

Writing Activity (In Class):

Students will write to tell how royal families are different from regular families.

At Home:

Complete Homework Packet for 1-16-20.

Read sight words:  so, too, funny, soon, no

Due:

Big Reading Question:

How does the queen get what she wants in the story Snow White and the Seven Dwarfs?

Vocabulary Words:

fairest: most beautiful

peddler: a person who travels about selling goods

pity: feeling sorry for someone

rage: anger

stomped: walked heavily

Fundations:

Blending, reading, and spelling CVC words

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

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:

Complete Homework Packet for 1-15-20. 

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

Read sight words:  so, too, funny, soon, no

Due:

Big Reading Question:

How can we compare and contrast the stories Cinderella and Prince Cinders?

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

Listening for short and long vowel sounds

Writing Activity (In Class):

Students will use a Venn diagram to compare and contrast the stories Cinderella and Prince Cinders

At Home:

Complete Homework Packet for 1-14-20

Read sight words:  so, too, funny, soon, no

Due:

Big Reading Question:

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

Alphabetical order

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:

Complete Homework Packet for 1-13-20

Read sight words:  so, too, funny, soon, no

Due:

Big Reading Question:

What happened at the beginning, middle, and end 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 Practice:

Blending, reading, and spelling CVC words

Blending and reading nonsense words

Reading sentences with trick words

Sid and Tab are friends.

The man went to the shop.

Writing Activity (In Class):

Students will use a graphic organizer to write the story elements from the read aloud.

At Home:

Read sight words: so, too, funny

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:

Blending, reading, and spelling CVC words

Reading nonsense words

zeb   wog  vum

Writing Activity (In Class):

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

At Home:

Complete Homework Packet for 1-9-20.

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, funny

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

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

Writing Activity (In Class):

Students will complete graphic organizer for the elements of the story King Midas and the Golden Touch.  Students will write to tell about the moral of the story. 

At Home:

Complete Homework Packet for 1-8-20. 

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, funny

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 write and illustrate about life for children in a royal family, one advantage and one disadvantage.

At Home:

Complete Homework Packet for 1-7-20

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, funny

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:

Blending, reading, and spelling CVC words

Alphabetical order

Writing Activity (In Class):

Students will write a sentence describing kings and queens (what are they, what they do, etc.)

At Home:

Complete Homework Packet for 1-6-20

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, funny

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.  We are also reading non-fiction text about reindeer and using the information to complete informational writing assignments.

Fundations Practice:

Blending, reading, and spelling CVC words

Blending and reading nonsense words

dop    pib    gub

At Home:

Complete Homework Packet for 12-19-19

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

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.  We are also reading non-fiction text about reindeer and using the information to complete informational writing assignments.

Fundations Practice:

Blending, reading, and spelling CVC words

Review the trick (sight) words: the, a

At Home:

Complete Homework Packet for 12-18-19

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

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.  We are also reading non-fiction text about reindeer and using the information to complete informational writing assignments.

Fundations Practice:

Blending, reading, and spelling CVC words

Listening for short and long vowel sounds

At Home:

Complete Homework Packet for 12-17-19

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

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.  We are also reading non-fiction text about reindeer and using the information to complete informational writing assignments.

Fundations Practice:

Alphabetical order

Decoding words 

Spelling  CVC words

At Home:

Complete Homework Packet for 12-16-19

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

Due:

Big Reading Question:

What were some facts we have learned about different Native American tribes?  How can we use writing, drawing, and dictation to write information about Native Americans?

Vocabulary Words:

No new vocabulary words were introduced today.

Fundations Practice:

Blending, reading, and spelling CVC words

Blending and reading nonsense words

Writing Activity (In Class):

With guidance, students will use the information from their four square to create a topic sentence and two sentences with supporting details about the Native American tribes we have studied.

At Home:

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

Due:

Big Reading Question:

What were some facts we have learned about different Native American tribes?  How can we use writing, drawing, and dictation to write information about Native Americans?

Vocabulary Words:

No new vocabulary words were introduced today.

Fundations Practice:

Blending, reading, and spelling CVC words

Blending and reading nonsense words

Writing Activity (In Class):

With guidance, students will complete a four square graphic organizer with information about Native Americans. 

At Home:

Complete Homework Packet for 12-12-19

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

Due:

Big Reading Question:

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

Blending, reading, and spelling CVC words

Blending and reading nonsense words

Writing Activity (In Class):

Students will write/draw about the Wampanoag clothing, food, and shelter. Students will participate as the class discusses the differences between the two tribes, using the completed chart to assist them.

At Home:

Complete Homework Packet for 12-11-19

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

Due:

Big Reading Question:

What have we learned about the Lakota Sioux tribe (food, clothing, shelter)?

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:

Blending, reading, and spelling CVC words

Blending and reading nonsense words

Listening for short and long vowel sounds

Writing Activity (In Class):

Students will write/draw about the Lakota Sioux clothing, food, and shelter.

At Home:

Complete Homework Packet for 12-10-19

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

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:

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 contrast the food, clothing, and homes of Native Americans from the past to Native Americans of today.

At Home:

Complete Homework Packet for 12-9-19

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

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 practiced writing the alphabet from memory, focusing 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 sight words:  ran, his, as, has, was, ate, all, with, that, say, we, she, said, me, he, be

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 reviewed 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:

sad    rut    

pen    hot

kit     gas    

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:

Complete Homework Packet for 12-5-19

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

 

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 letter Z.  We worked on correct letter formation for the 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 the creation of a word web showing ways the Lakota used buffalo.  Students will choose something from the word web and write a sentence about how the buffalo were used by the Lakota.   

At Home:

Complete Homework Packet for 12-4-19

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

 

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 X and Y.  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 closing sentence and add to their informational writing about Native Americans (Lakota Sioux).

At Home:

Complete Homework Packet for 12-3-19

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

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 V and W.  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

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:

Complete Homework Packet for 12-2-19

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

Due:

TUESDAY, NOVEMBER 26, 2019

Reading and Writing:

We are enjoying a variety of books this week inspired by the Thanksgiving 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 A Turkey for Thanksgiving, There Was an Old Lady Who Swallowed a Pie, and Turkey Trouble.

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:

Complete Homework Packet for 11-26-19

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

Due:

MONDAY, NOVEMBER 25, 2019

Reading and Writing:

We are enjoying a variety of books this week inspired by the Thanksgiving 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 A Turkey for Thanksgiving, There Was an Old Lady Who Swallowed a Pie, and Turkey Trouble.

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:

Complete Homework Packet for 11-25-19

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

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:

Today we reviewed uppercase letters I, J, K, L, M, N, O, and P.  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):

Students will draw and label the ways the Lakota Sioux tribe used the buffalo.

At Home:

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

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:

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

At Home:

Complete Homework Packet for 11-21-19

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

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:

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 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:

Complete Homework Packet for 11-20-19

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

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:

Complete Homework Packet for 11-19-19

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

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):

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

At Home:

Complete Homework Packet for 11-18-19

Read sight words:  ran, his, as, has, was, ate, all, with, that, say, 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 use tapping to sound out and read these words:

sit       sip

lip        lap

nap      map

rap       rat   

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

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

At Home:

Complete Homework Packet for 11-14-19

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

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 use tapping to sound out and read these words:

rat     rap     rag

nap     nip

fit      fig     fog

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:

Complete Homework Packet for 11-13-19

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

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 use tapping to sound out and read these words:

sad     sap    sip    sit

mop    map   mad   mud

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:

Complete Homework Packet for 11-12-19

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

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:

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

At Home:

Complete Homework Packet for 11-11-19

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

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/

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 a book with your child.  Ask them to look for sight words as you point and read the words.

Have your child practice writing their name.

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.)  

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 cows.  Students will complete illustrations to match their sentences.

At Home:

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

Practice writing letters Qq and Zz. 

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

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 a book with your child.  Remind your child to point to each word as they read.

Practice writing the letters Qq and Zz.  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:

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.) 

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

At Home:

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

Practice writing the letters q and z.  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 makes George Washington Carver 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:

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/

Writing Activity (In Class):

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

At Home:

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

Practice writing the letters q and z.  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 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:

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/                   s-snake-/s/

a-apple-/a/                g-game-/g/

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

my mom and i ate ice cream

Writing Activity (In Class):

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

At Home:

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

Have your child practice writing their name.

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

Due:

Reading and Writing:

We are enjoying a variety of books this week inspired by the Halloween 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 Creepy Carrots, Creepy Pair of Underwear, Bonaparte, Bone Soup, Skelly’s Halloween, Frankencrayon, Who Will Haunt My House Tonight?, and Frankie Stein.

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  

At Home:

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

Practice writing letters x and y. 

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

Due:

Reading and Writing:

We are enjoying a variety of books this week inspired by the Halloween 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 Creepy Carrots, Creepy Pair of Underwear, Bonaparte, Bone Soup, Skelly’s Halloween, Frankencrayon, Who Will Haunt My House Tonight?, and Frankie Stein.

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/

At Home:

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

Practice writing the letters x and y.  Have your child tell you the sound each letter makes.

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

Due:

Reading and Writing:

We are enjoying a variety of books this week inspired by the Halloween 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 Creepy Carrots, Creepy Pair of Underwear, Bonaparte, Bone Soup, Skelly’s Halloween, Frankencrayon, Who Will Haunt My House Tonight?, and Frankie Stein.

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/

At Home:

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

Practice writing the letters x and y.  Have your child tell you the sound each letter makes.

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

Due:

Reading and Writing:

We are enjoying a variety of books this week inspired by the Halloween 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 Creepy Carrots, Creepy Pair of Underwear, Bonaparte, Bone Soup, Skelly’s Halloween, Frankencrayon, Who Will Haunt My House Tonight?, and Frankie Stein.

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/

At Home:

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

Practice writing the letters x and y.  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 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.)  

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/                   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):

Student will use a Venn Diagram to compare and contrast deciduous 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.

Have your child practice writing their name.

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.

violin            water         insect

Writing Activity (In Class):

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

At Home:

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

Practice writing letters v and w. 

Read sight words:  ran, his, as, has

Due:

Big Reading Question:

How do plants produce fruit?

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.) 

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 a blossom and describe how plants produce fruit.

At Home:

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

Practice writing the letters v and w.  Have your child tell you the sound each letter makes.

Read sight words:  ran, his, as, has

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 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):

Student will participate in a pollination experiment and write how bees are important to plants.

At Home:

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

Practice writing the letters v and w.  Have your child tell you the sound each letter makes.

Read sight words:  ran, his, as, has

Due:

FIELD TRIP TO THE PUMPKIN PATCH

What is the life cycle of a pumpkin patch?

What things does a pumpkin plant need to live and grow?

Due:

Big Reading Question:

How do you compare and contrast two different versions of a similar story?

 Vocabulary Words:

compare: to tell how things are similar

contrast: to tell how things are different

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):

Student will use a Venn Diagram to compare and contrast the two stories The Giant Turnip and The Big Pumpkin.

At Home:

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

Have your child practice writing their name.

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.)  

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 draw and label the plant that provided food in the story The Giant Turnip.  Then, students will draw and label several other plants that provide food.

At Home:

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

Practice writing letters l, h, and k. 

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/

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 illustrate and label the life cycle of a plant.

At Home:

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

Practice writing the letters l, h, and k.  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.) 

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):

Student will create a model of a plant and label the parts of the plant.

At Home:

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

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

Read sight words:  ran, his

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: living things that grow in the ground or water

plant: 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 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 complete four square to show the four things plants need to live and grow.

At Home:

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

Practice writing the letters l, h, and k. 

Read sight words:  ran, his

Due:

Big Reading Question:

How do you retell a story using story elements (characters, setting, plot)?

Vocabulary Words:

No new vocabulary words were introduced today.

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:

bug      elephant    turtle    hippopotamus

Writing Activity (In Class):

Students will draw and write about the beginning, middle, and end events from the read aloud story.

At Home:

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

Have your child practice writing their name.

Read sight words:  I, a, can, the, like, see, and, to, at, saw, want, is, want, is, am, good, are, yes, look

Due:

Big Reading Question:

How do you retell a story using story elements (characters, setting, plot)?

Vocabulary Words:

No new vocabulary words were introduced today.

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):

READERS THEATER – Students will act out one of the recently read stories, being sure to include all story elements in their retelling.

At Home:

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

Practice writing letters p and j. 

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 a story using story elements (characters, setting, plot)?

Vocabulary Words:

No new vocabulary words were introduced today.

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):

READERS THEATER – Students will participate in practice and preparation to act out one of the recently read stories.

At Home:

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

Practice writing the letters p and j.  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 compare and contrast two different versions of the same story?

 Vocabulary Words:

compare: to tell how things are similar

contrast: to tell how things are different

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 use a Venn Diagram to compare and contrast an alternate version of a recently read fairy tale.

At Home:

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

Practice writing the letters p and j.  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 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:

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):

After identifying and discussing the characters and setting of the story, students will use time order words to sequence the events of the story Tug of War.

At Home:

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

Practice writing the letters p and j. 

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 (characters, setting, plot) 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:

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):

Student will draw and write about the beginning, middle, and end events of the story Goldilocks and the Three Bears.

At Home:

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

Have your child practice writing their name.

Read sight words:  I, a, can, the, like, see, and, to, at, saw, want, is, want, is, am, good

Due:

Big Reading Question:

What are the elements of the story (characters, setting, plot) The Story of 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:

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):

Student will draw their favorite character from The Story of Jumping Mouse and write/dictate why that character is their favorite.

At Home:

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

Due:

Big Reading Question:

What are the elements of the story (characters, setting, plot) The Story of Jumping Mouse?

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.) 

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 draw and write to tell where the jumping mouse is going next in his journey.

At Home:

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

Practice writing the letters r and f.  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:

How do you retell a story 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.) 

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 use time order words to sequence the events of the story Momotaro, Peach Boy.

At Home:

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

Practice writing the letters e and o.  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 causes confusion in the story The Brementown Musicians?

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:

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):

Student will draw and label at least 3 characters from the story The Brementown Musicians.

At Home:

Read a book 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

Due:

Big Reading Question:

How did the wolf and the kids become friends in the story The Wolf and the Seven Little Kids?

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:

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):

Student will use picture cards to sequence and retell the story The Wolf and the Seven Little Kids.

At Home:

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

Have your child practice writing their name.

Read sight words:  I, a, can, the, like, see, and, to, at, saw, want, is, want, is

Due:

Big Reading Question:

What is the problem in the story Three Billy Goats Gruff, and how was it solved?

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.)  

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 draw to show the problem in the story Three Billy Goats Gruff and how the problem was solved.  Students will label pictures.

At Home:

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

Have your child practice writing their name. 

Read sight words:  I, a, can, the, like, see, and, to, at, saw, want, is

Due:

Big Reading Question:

In the story The Three Little Pigs, which pig made the best choice and how do you know?

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.)   

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 use time order words to sequence the story of The Three Little Pigs.

At Home:

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

Practice writing the letters d and u.  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 mistake did Chicken Little make and why did it scare her?

 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/                

c-cat-/c/                  o-octopus-/o/           

f-fun-/f/                   b-bat-/b/

Writing Activity (In Class):

Student will draw and write about the characters and setting of the story Chicken Little.

At Home:

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

Practice writing the letters d and f.  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:

I can: I can identify numbers 6-9

In class: Number Bootcamp Number 6- students engaged writing, counting and learning all the different ways to make the number 6.


At home:  Homework packet for 9-16

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 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 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 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 complete visual biography of Ray Charles’ life by sequencing pictures.  Students will label pictures.

At Home:

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

Practice writing the letters g and i. 

Read sight words:  I, a, can, the, like, see, and, to, at, saw

Watch this video about syllables: https://www.youtube.com/watch?v=9S7DY2lgJlU

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 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 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 a book with your child.  Remind your child to point to each word as they read.

Practice writing the letters g and b.  Have your child tell you the sound each letter makes.

Read sight words:  I, a, can, the, like, see, and, to, at, saw

Watch this video about rhyming words: https://www.youtube.com/watch?v=RVophT8naUM

Due:

Big Reading Question:

How does your sense of touch work?

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 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 writing showing three things they learned about the sense of touch and one way the sense of touch keeps them safe.

At Home:

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

Practice writing the letters a and m.  Have your child tell you the sound each letter makes.

Read sight words:  I, a, can, the, like, see, and, to, at, saw
 
Watch this video about the letter Aa: https://www.youtube.com/watch?v=KGZFmW3uPJE

Due:

Big Reading Question:

What does your sense of taste work?

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 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 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 a book 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

Watch this video about the letter Gg: https://www.youtube.com/watch?v=39prtfpkRkU

Due:

Big Reading Question:

How does your sense of smell work?

Vocabulary Words:

molecules: tiny particles or pieces of things that are so small they cannot be seen by the naked eye

mucus: the slimy, liquid substance secreted inside the nose

nostrils: the name of the two openings in the nose

scents: smells or odors

smell receptors: small parts deep inside the nose that catch scents or smells from the air

Fundations Practice:

Have your child recite the letter-keyword-letter sound for each letter using the alphabet chart inside their INDIAN notebook. 

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 smell and one way the sense of smell keeps them safe.

At Home:

Read a book 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

Due:

Big Reading Question:

How does your sense of hearing work?

Vocabulary Words:

echo: a sound that you hear again after it bounces back off something, such as a large mountain

invisible: not able to be seen

sound waves: bands, or waves, of noise

vibrate: to move back and forth in a very small motion

volume: the loudness of a sound

Watch this video about the sense of hearing https://www.youtube.com/watch?v=mptjEoHF2aI

Fundations Practice:

Have your child recite the letter-keyword-letter sound for each letter using the alphabet chart in their INDIAN notebook. 

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 four-square writing showing three things they learned about the sense of hearing and one way the sense of hearing keeps them safe.

At Home:

Read a book 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

Due:

Big Reading Question:

How does your sense of sight work?

Vocabulary Words:

iris: the colored part of the eye

leap: to jump

protect: to keep something safe from harm

pupil: a small, covered, black hole in the center of the eye where light enters

Fundations Practice:

Have your child recite the letter-keyword-letter sound for each letter using the alphabet chart inside their INDIAN notebook.                                                          

c-cat-/k/      o-octopus-/o/      f-fun-/f/        b-bat-/b/

Watch this video about the letter Oo https://www.youtube.com/watch?v=RWbvHZBmrqk 

Writing Activity (In Class):

Student will complete four-square writing showing three things they learned about the sense of sight and one way the sense of sight keeps them safe.

At Home:

Read a book 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

Due:

Big Reading Question:

What do you know about the five senses?

Vocabulary Words:

amazing: surprisingly good, causing wonder

harm: an injury to your body

sight: the act of seeing and looking at things with your eyes

smell: to detect odors with your nose

taste: to detect flavors with your tongue

touch: to feel with your hands or other parts of your body

Fundations Practice:

We introduced the letters c and o today.  Use the alphabet chart inside your child’s INDIAN notebook to review the letter-keyword-sound for each letter.                     

c-cat-/k/                o-octopus-/o/

Watch this video about the letter Cc https://www.youtube.com/watch?v=SNgUoinyQUU

Writing Activity (In Class):

Student will complete the activity with the book My Five Senses by Aliki.

At Home:

Read a book 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

Due:

Big Reading Question:

How can I use words and illustrations to retell a story?

Vocabulary Words:

No new vocabulary words were introduced today.

Fundations Practice:

Have your child find each letter on the alphabet chart inside their INDIAN notebook and recite the letter-keyword-letter sound for each letter. 

t-top-/t/         f-fun-/f/        b-bat-/b/     

n-nut-/n/        m-man-/m/      i-itch-/i/    

u-up-/u/

Writing Activity (In Class):

Students will illustrate and label an assigned nursery rhyme or fable, then share their work with the class and retell the nursery rhyme or fable.

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

Watch this video about sight words:

https://www.youtube.com/watch?v=E0vWOwIflTs

Due:

Big Reading Question:

How can sequencing the events of a story help me retell the events of the story?

Vocabulary Words:

No new vocabulary words were introduced today.

Fundations Practice:

Have your child find each letter on the alphabet chart inside their INDIAN notebook and recite the letter-keyword-letter sound for each letter. 

t-top-/t/         f-fun-/f/        b-bat-/b/    

n-nut-/n/        m-man-/m/      i-itch-/i/   

u-up-/u/

Watch this video about the letters and sounds: https://www.youtube.com/watch?v=36IBDpTRVNE

Writing Activity (In Class):

Student will sequence the pictures from the fables we have read.  Students will use the pictures to retell the story to a partner.

At Home:

Read a book with your child.  Model pointing to each word as it is read.

Practice writing your name 3 times. 

Read sight words:  I, a, can, the, like, see

Due:

Big Reading Question:

What lesson did the characters learn in the fable “The Hare and the Tortoise”?

Vocabulary Words:

boasting: telling about something in a proud way, bragging

darted: moved suddenly and rapidly

steadily: continuously; at the same speed 

Fundations Practice:

Have your child find each letter on the alphabet chart inside their INDIAN notebook and recite the letter-keyword-letter sound for each letter. 

t-top-/t/      f-fun-/f/        b-bat-/b/     

n-nut-/n/     m-man-/m/      i-itch-/i/    

u-up-/u/

Writing Activity (In Class):

Student will predict who will win the race between the Hare and the Tortoise.  Then, after listening to the fable, students will predict who would win if the Hare and the Tortoise were to race again.  Students will complete the sentence stem I think the  _____ will win the second race because _______.

The Hare and the Tortoise video book: https://www.youtube.com/watch?v=P6kLLB9twzc

At Home:

Read a book with your child.  Model pointing to each word as it is read.

Practice writing the letters b and n.  Have your child tell you the sound the letters makes.

Read sight words:  I, a, can, the, like, see

Due:

Big Reading Question:

What was the lesson/moral learned from the fable “The Dog and His Reflection”?

Vocabulary Words:

feast: a large meal

greedy: wanting much more of something than is needed

reflection: an image that is usually seen in a mirror

stream: a small body of running, fresh water

Fundations Practice:

Have your child find each letter on the alphabet chart inside their INDIAN notebook and recite the letter-keyword-letter sound for each letter. 

t-top-/t/         f-fun-/f/        b-bat-/b/     

n-nut-/n/     m-man-/m/    i-itch-/i/     u-up-/u/

Watch this video about the letter Uu: https://www.youtube.com/watch?v=IF59Xs60uRM

Writing Activity (In Class):

Student will draw a picture of something they would not want to lose.

At Home:

Read a book with your child.  Model pointing to each word as it is read.

Practice writing the letters t and f.  Have your child tell you the sound each letter makes.

Read sight words:  I, a, can, the, like, see

Due:

Big Reading Question:

What was the lesson/moral learned from the fable “The Lion and the Mouse”? 

Vocabulary Words:

disturbed: interrupted or bothered someone

favor: a kind or helpful action

gnawing: chewing

grateful: feeling thankful or showing thanks

Fundations Practice:

We introduced the letters i and u today.  Use the alphabet chart inside your child’s INDIAN notebook to review the letter-keyword-sound for each letter.

i-itch-/i/       u-up-/u/

Watch this video about the letter Ii: https://www.youtube.com/watch?v=b_gJVJvOA3Q

Writing Activity (In Class):

Student will draw to illustrate the moral of “Little friends may be great friends,” by drawing the event showing the mouse as a great friend.

At Home:

Read a book with your child.  Model pointing to each word as it is read.

Practice writing the letters i and u. 

Read sight words:  I, a, can, the, see, like

Due:

Big Reading Question:

What are the characteristics of a nursery rhyme?

Vocabulary Words:

No new vocabulary words were introduced today.

Fundations Practice:

Have your child recite the letter-keyword-letter sound for each letter as they are pointing to each letter on the alphabet chart inside their INDIAN notebook:                 

t-top-/t/      f-fun-/f/       b-bat-/b/        n-nut-/n/     m-man-/m/

Writing Activity (In Class):

Student will draw a picture representing their favorite nursery rhyme and complete the sentence stem “My favorite nursery rhyme is ________.”

At Home:

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

Watch this video about the alphabet:

https://www.youtube.com/watch?v=w_-lz2BI2Co

Read sight words:  I, a, can, the

Due:

Big Reading Question:

Who will get the sheep’s wool in the nursery rhyme “Baa, Baa, Black Sheep”?

Vocabulary Words:

lane: a small street or road

wool: sheep’s hair or fur

Fundations Practice:

Have your child recite the letter-keyword-letter sound for each letter while pointing to the letter on the alphabet chart inside your child's INDIAN notebook.                 

t-top-/t/      f-fun-/f/     b-bat-/b/      n-nut-/n/        m-man-/m/

Writing Activity (In Class):

Student will complete visual biography of Ray Charles’ life by sequencing pictures.  Students will label pictures.

At Home:

Read a book with your child.  Model pointing to each word as it is read.

Practice writing your name 3 times. 

Read sight words:  I, a, can, the

 Watch this video about sight words:

https://www.youtube.com/watch?v=E0vWOwIflTs

Due:

Big Reading Question:

What do you know about Little Bo Peep? (character analysis)

Vocabulary Words:

sheep: an animal with wool fur that usually lives on a farm

wagging: moving quickly from side to side or up and downNo new vocabulary introduced today. 

Fundations Practice:

We introduced the letter m today.  Have your child recite the letter-keyword-letter sound for the letter while pointing to the letter on the alphabet chart inside their INDIAN notebook:                          

m-man-/m/

Writing Activity (In Class):

Student will draw a picture of Little Bo Peep and complete the sentence stem Little Bo Peep is  _____. (selecting a word to describe Little Bo Peep)

At Home:

Read a book with your child.  Model pointing to each word as it is read.

Practice writing the letter m.  Have your child tell you the sound the letter makes.

Watch this video about the letter m:

https://www.youtube.com/watch?v=WFMI-cV9sq8

Read sight words:  I, a, can, the

Due:

Big Reading Question:

What are the events in the nursery rhyme “Hickory Dickory Dock”?

Vocabulary Words:

struck: beat or hit something hard to make a sound

Fundations Practice:

Have your child find each letter on the alphabet chart inside their INDIAN notebook. Have your child recite the letter-keyword-letter sound for each letter as they point to the letter:                                                                       

t-top-/t/         f-fun-/f/        b-bat-/b/      n-nut-/n/

Writing Activity (In Class):

Student will practice retelling the events of the nursery rhyme using a model of the mouse and the clock.

At Home:

Read a book with your child.  Model pointing to each word as it is read.

Practice writing the letters t, f, b, and n .  Have your child tell you the sound each letter makes.

Watch this video about the letter n.

https://www.youtube.com/watch?v=hCxv2ZPU3vg

Read sight words:  I, a, can, the

Due:

Big Reading Question:

In the nursery rhyme “Star Light, Star Bright”, what does the character say while looking at the star?  

Vocabulary Words:

wish: to verbally or silently hope for something you want

Fundations Practice:

We introduced the letter n today.  

Use the alphabet image cards page inside your child's INDIAN notebook.  Have your child point to the letter n and recite the letter-keyword-sound for the letter:

n-nut-/n/

Writing Activity (In Class):

Student will draw what they would wish for if they saw the first star.  Teacher will help students complete the sentence stem “I would wish for _______.”

At Home:

Read a book with your child.  Model pointing to each word as it is read.

Practice writing the letter n. 

Read sight words:  I, a, can, the