Loudon Elementary School

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Kindergarten Literacy Assignments

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Due:

April 22, 2021

Big Reading Question:

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

 Vocabulary Word:

convince:  to make someone believe something is true

defeated: beaten in a game, contest, or battle

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

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

spectacles: eyeglasses

 Fundations Practice:

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

 Reading sentences with trick words

 I have a dog and a cat.

What kind of dog do you have?

 Writing Activity (In Class):

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

 At Home:

 Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my, or, for, of, they, from, was, one, are

Due:

April 23, 2021

Big Reading Question:

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

 Vocabulary Word:

admired:  thought of with respect; looked up to

authors: writers of books, reports, or articles

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

declaration: a statement or announcement

independence: freedon from the control of another

 Fundations Practice:

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

Reading sentences with trick words

I have a dog and a cat.

What kind of dog do you have?

 Writing Activity (In Class):

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

 At Home:

 Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my, or, for, of, they, from, was, one, are

Past Assignments

Due:

April 21, 2021

Big Reading Question:

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

 Vocabulary Word:

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

clever: smart

colonel: an army officer who answers to a general

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

supplies: resources that are available for use

 Fundations Practice:

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

 Reading sentences with trick words

 She is glad to have an orange and white cat.

The cat can chase the mice.

 Writing Activity (In Class):

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

 At Home:

 Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my, or, for, of, they, from, was, one, are

Due:

April 20, 2021

Big Reading Question:

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

 Vocabulary Word:

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

honest: truthful; trustworthy

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

national: having to do with or belonging to a nation

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

 Fundations Practice:

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

 Reading sentences with trick words

 The man did a good job.

He can go to his home.

 Writing Activity (In Class):

Students will write about the legend of George Washington and the cherry tree.

 At Home:

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my, or, for, of, they, from, was, one, are

Due:

April 19, 2021

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 Practice:

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

Reading sentences with trick words

I see lots of red and blue balloons.

He has two red balloons and one blue balloon.

 

Writing Activity (In Class):

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

 

At Home:

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my, or, for, of, they, from, was, one, are

Due:

April 16, 2021

Big Reading Question:

What happens at the beginning, middle, and end of the story The Lorax?

Vocabulary Words:

glance: a quick look

intend: to plan to do something

lurk: to wait around or to wait in hiding

weary: very tired or worn out

Fundations:

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

Reading with fluency/scooping sentences

Sentence dictation

Writing Activity (In Class):

Students will complete their writing to tell what happened at the beginning, middle, and end of the story of The Lorax.    

At Home:

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

I like to do math.

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my, or, for, of, they, from, was, one, are

Due:

April 15, 2021

Big Reading Question:

What happens at the beginning, middle, and end of the story The Lorax?

Vocabulary Words:

glance: a quick look

intend: to plan to do something

lurk: to wait around or to wait in hiding

weary: very tired or worn out

Fundations:

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

Reading with fluency/scooping sentences

Sentence dictation

Writing Activity (In Class):

Students will begin their writing to tell what happened at the beginning, middle, and end of the story of The Lorax.    

At Home:

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

I like to do math.

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my, or, for, of, they, from, was, one, are

Due:

April 14, 2021

Big Reading Question:

How can we take care of our planet?

Vocabulary Words:

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

effort: a serious attempt; a try

organize: to plan an activity

Fundations:

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

Reading with fluency/scooping sentences

Sentence dictation

Writing Activity (In Class):

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

At Home:

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

Mom had a sip of pop.

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my, or, for, of, they, from, was, one, are

Due:

April 13, 2021

Big Reading Question:

What parts of the water cycle did Willy the Water Drop travel through on his journey?

Vocabulary Words:

evaporate: to turn from a liquid into a gas

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

reservoirs: places where water is collected and stored for use

supply: the amount of something that is available for use

condensation: process by which water vapor in the air is changed into liquid water

precipitation: water released from clouds

collection: when precipitation collects in rivers, lakes, etc.

Fundations:

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

Sentence dictation

Writing Activity (In Class):

Students will illustrate and label a model of the water cycle.

At Home:

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

I see the fish.

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my, or, for, of, they, from, was, one, are

Due:

April 12, 2021

Big Reading Question:

Where are the places that Willy the water drop traveled?

Vocabulary Words:

evaporate: to turn from a liquid into a gas

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

reservoirs: places where water is collected and stored for use

supply: the amount of something that is available for use

Fundations:

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

Sentence dictation

Writing Activity (In Class):

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

At Home:

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

Tom had a quiz.

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my, or, for, of, they, from, was, one, are

Due:

April 9, 2021

Big Reading Question:

How is air pollution harmful, and how can we improve our air?

Vocabulary Words:

appliance: a piece of equipment or a machine designed to do a certain job, usually used in the home

exhaust: the waste that goes into the air from cars and other machines

global: around the world or worldwide

harmed: hurt

Fundations:

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

Reading with fluency/scooping sentences

Sentence dictation

Writing Activity (In Class):

Students will write to tell how we can reduce air pollution.   

At Home:

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

The rat sat in the mud.

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my, or, for, of, they, from, was, one, are

Due:

April 8, 2021

Big Reading Question:

What are the different types of pollution?

Vocabulary Words:

litter: to throw trash or garbage outside where it does not belong

pollution: the introduction of something harmful into the air, water, or land that doesn’t belong there

smog: fog mixed with smoke and other dirty things in the air; a type of air pollution

toxic: poisonous; harmful

Fundations:

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

Review trick word: do

Sentence dictation

Writing Activity (In Class):

Students will draw and write to tell about water, air, and land pollution.

At Home:

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

The fox is in the pen.

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my, or, for, of, they, from, was, one, are

Due:

April 7, 2021

Big Reading Question:

What are the steps in the process of composting?

Vocabulary Words:

compost: a mixture of decaying foods and other natural things, like leaves and grass clippings, that eventually turn into soil

leftovers: uneaten food that remains after a meal

nutrients: things needed by living things to grow and stay healthy, such as vitamins and minerals

process: a series of steps taken to do something

Fundations Practice:

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

Reading with fluency/scooping sentences

Writing sentences from dictation

Writing Activity (In Class):

Students will draw and write about one thing they would compost and one thing they would not compost.

At Home:

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

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

Deb had a bad cut.

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my, or, for, of, they, from, was, one, are

Due:

April 6, 2021

Big Reading Question:

What different steps happen when something is recycled?

Vocabulary Word:

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

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

solution: an answer to a problem

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

Fundations Practice:

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

Reading with fluency/scooping sentences

Writing sentences from dictation

Writing Activity (In Class):

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

At Home:

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

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my, or, for, of, they, from, was, one, are

Due:

April 1, 2021

Big Reading Question:

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

Vocabulary Words:

action: something you do

generate: to make; to create

products: things that are made

recycle: to turn trash into something else to be used

reduce: to use less of something

Fundations:

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

Trick word practice; my, by

Sentence structure

Writing Activity (In Class):

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

At Home:

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my, or, for, of, they, from, was, one, are

Due:

March 31, 2021

Big Reading Question:

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

Vocabulary Words:

conserve: to protect something; to save something

decayed: rotten; decomposed

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

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

Fundations:

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

Reading with fluency/scooping sentences

Sentence dictation

Writing Activity (In Class):

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

At Home:

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my, or, for, of, they, from, was, one, are

 

Due:

March 30, 2021

Big Reading Question:

What happens to garbage after you throw it away?

Vocabulary Words:

decompose: to rot and fall apart into tiny pieces

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

hazardous: very dangerous; able to hurt or harm people

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

Fundations:

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

Review trick words: by, my

Sentence dictation

Writing Activity (In Class):

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

At Home:

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my, or, for, of, they, from, was, one, are

Due:

March 29, 2021

Big Reading Question:

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

Vocabulary Words:

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

Earth: the planet that we live on; the world

outer space: the area beyond Earth

responsibility: something that a person is expected to do

surface: the outside layer of something

Fundations Practice:

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

Reading with fluency/scooping sentences

Writing sentences from dictation

Writing Activity (In Class):

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

(The Earth is made up of …)

At Home:

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my, or, for, of, they, from, was, one, are

Due:

March 26, 2021

Big Reading Question:

Did the tradespeople want to share with the soldiers at first?  What changed their minds?

Vocabulary Words:

grocer: storekeeper who sells food

peered: looked or stared

spirits: feelings or attitudes

sympathy: feeling sorry for someone else

Fundations:

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

Storytime

Writing Activity (In Class):

Students will complete a T-chart to tell the problem and solution in the story Stone Soup.

At Home:

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my, or, for, of, they, from, was, one, are

Due:

March 25, 2021

Big Reading Question:

Who was the tradesperson that provided coal to the man?

Vocabulary Words:

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

downcast: sad

haste: a rush or hurry

merry: happy and jolly

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

Fundations:

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

Tapping and reading nonsense words

sish   theg   chuz

Reading sentences with trick words.

He would like to be a clown.

She will go with me now.

Writing Activity (In Class):

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

At Home:

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

bath  rich  mash

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my, or, for, of, they, from, was, one, are

Due:

March 24, 2021

Big Reading Question:

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

Vocabulary Words:

essential: necessary and important

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

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

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

Fundations:

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

Reading and scooping sentences

Writing Activity (In Class):

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

At Home:

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

shop  chat  thin

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my, or, for, of, they, from, was, one, are

Due:

March 23, 2021

Big Reading Question:

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

Vocabulary Words:

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

mason: a tradesperson who builds structures using stones or bricks

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

patiently: acting or waiting without rushing or urgency

trowel: a flat tool used for spreading mortor

Fundations:

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

Review trick words: be, me

Writing Activity (In Class):

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

At Home:

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

last  rash  much

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my, or, for, of, they, from, was, one, are

Due:

March 22, 2021

Big Reading Question:

How did the shoemaker become successful and who helped him?

Vocabulary Words:

attractive: good-looking; pleasant to look at

elves: small, magical people or fairies

poor: having little money and few possessions

rich: having a lot of money and many possessions

thrilled: extremely happy

Fundations Practice:

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

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

Writing Activity (In Class):

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

At Home:

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

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

chop  duck  ship

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my, or, for, of, they, from, was, one, are

Due:

March 19, 2021

Big Reading Question:

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

Vocabulary Words:

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

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

fastened: attached or joined (two things) together

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

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

Fundations:

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

Storytime

Writing Activity (In Class):

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

At Home:

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my, or, for, of, they, from, was, one, are

Due:

March 18, 2021

Big Reading Question:

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

Vocabulary Words:

garments: pieces or articles of clothing

loom: a machine for weaving yarn or thread into cloth

spindles: small wooden tools used for spinning fibers into thread

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

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

Fundations:

Blending, reading, and spelling CVC words and words with digraphs (real and nonsense)

Reading sentences with trick words: we, she, he

We went to the shop.

She has a pony.

He was not sad.

Sentence structure

Writing Activity (In Class):

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

At Home:

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

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my, or, for, of, they, from, was, one, are

Due:

March 17, 2021

Big Reading Question:

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

Vocabulary Words:

customers: people who buy goods or pay for services

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

kneaded: mixed and folded ingredients with one’s hands

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

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

Fundations:

Reviewing letter names, sounds, and correct formation

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

Writing Activity (In Class):

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

At Home:

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my, or, for, of, they, from, was, one, are

Due:

March 16, 2021

Big Reading Question:

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

Vocabulary Words:

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

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

cobbler: a tradesperson who makes and fixes shoes; shoemaker

everyday: ordinary; something that happens nearly every day

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

tailor: a tradesperson who makes and fixes clothing

Fundations:

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

At Home:

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my, or, for, of, they, from, was, one, are

Due:

March 15, 2021

Big Reading Question:

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

Vocabulary Words:

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

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

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

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

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

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

Fundations Practice:

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

At Home:

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my, or, for, of, they, from, was, one, are

Due:

March 5, 2021

Reading:

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

We are also continuing our study of weather.  We will spend time learning about clouds, thunderstorms, tornadoes, the water cycle, and meteorologists.  We will be comparing and contrasting different types of clouds, discussing and creating illustrations of the water cycle, and learning about meteorologists and how their job helps us every day.

Fundations:

Blending, reading, and spelling CVC words

Trick word practice

Change the sentence

Dictation

Storytime

At Home:

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my, or, for, of, they, from, was, one, are

Due:

March 4, 2021

Reading:

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

We are also continuing our study of weather.  We will spend time learning about clouds, thunderstorms, tornadoes, the water cycle, and meteorologists.  We will be comparing and contrasting different types of clouds, discussing and creating illustrations of the water cycle, and learning about meteorologists and how their job helps us every day.

Fundations:

Blending, reading, and spelling CVC word

Reading sentences

Dictation: letter formation and word and sentence writing

At Home:

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

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my, or, for, of, they, from, was, one, are

Due:

March 3, 2021

Reading:

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

We are also continuing our study of weather.  We will spend time learning about clouds, thunderstorms, tornadoes, the water cycle, and meteorologists.  We will be comparing and contrasting different types of clouds, discussing and creating illustrations of the water cycle, and learning about meteorologists and how their job helps us every day.

Fundations:

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

Trick word review: was

Sound, word, sentence dictation

At Home:

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my, or, for, of, they, from, was, one, are

Due:

March 2, 2021

Reading & Writing:

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

We are also continuing our study of weather.  We will spend time learning about clouds, thunderstorms, tornadoes, the water cycle, and meteorologists.  We will be comparing and contrasting different types of clouds, discussing and creating illustrations of the water cycle, and learning about meteorologists and how their job helps us every day.

Fundations Practice:

Blending, reading, and spelling CVC words

Listening for long and short vowel sounds

At Home:

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my, or, for, of, they, from, was, one, are

Due:

March 1, 2021

Reading & Writing:

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

We are also continuing our study of weather.  We will spend time learning about clouds, thunderstorms, tornadoes, the water cycle, and meteorologists.  We will be comparing and contrasting different types of clouds, discussing and creating illustrations of the water cycle, and learning about meteorologists and how their job helps us every day.

Fundations Practice:

Blending, reading, and spelling CVC words

Alphabetical order

At Home:

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my, or, for, of, they, from, was, one, are

Due:

February 26, 2021

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

Trick word practice

Storytime-story elements

Writing Activity (In Class):

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

At Home:

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my, or, for, of, they, from, was, one, are

Due:

February 25, 2021

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

Tapping and reading nonsense words

kiz   cag   zot

Writing Activity (In Class):

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

At Home:

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my, or, for, of, they, from, was, one, are

Due:

February 24, 2021

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

Review the trick words as and has

Writing Activity (In Class):

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

At Home:

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my, or, for, of, they, from, was, one, are

Due:

February 23, 2021

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

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 (autumn).

At Home:

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my, or, for, of, they, from, was, one, are

Due:

February 22, 2021

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

When to use c or k at the beginning of a word

Writing Activity (In Class):

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

At Home:

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my, or, for, of, they, from, was, one, are

Due:

February 19, 2021

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:

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my, or, for, of, they, from, was, one, are

Due:

February 18, 2021

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

Writing Activity (In Class):

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

At Home:

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my, or, for, of, they, from, was, one, are

Due:

February 17, 2021

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

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:

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my, or, for, of, they, from, was, one, are

Due:

February 12, 2021

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

Blending, reading, and spelling CVC words

Reviewing trick words

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:

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my, or, for, of, they

Due:

February 11, 2021

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

Reading nonsense words

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:

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

yes, web, quiz

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my, or, for, of, they

Due:

February 10, 2021

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

Reviewing trick words

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:

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

quit, zap, yet

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my, or, for, of, they

Due:

February 9, 2021

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

Listening for long and short vowel sounds

Writing Activity (In Class):

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

At Home:

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

zip, wet, wig

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my, or, for, of, they

Due:

February 8, 2021

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:

Reviewing letter names and sounds

Blending, reading, and spelling CVC words

Alphabetical order

Writing Activity (In Class):

Students will use their four square graphic organizer to complete their writing about the season of winter.

At Home:

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

yes, quit, vet

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my, or, for, of, they

Due:

February 5, 2021

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:

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

fig,  wet,  pat

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my, or, for

Due:

February 4, 2021

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:

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

cub,   gap,    bet

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my, or, for

Due:

February 3, 2021

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:

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

win,  mat,  leg

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my, or, for

Due:

February 2, 2021

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

Writing Activity (In Class):

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

At Home:

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

tap, lit, hug

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my, or, for

Due:

January 29, 2021

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:

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

cup, pad, him

Read trick words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my

Due:

January 28, 2021

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:

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

mud, pen, sit

Read trick words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my

Due:

January 27, 2021

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

Blending and reading nonsense words

dop    pib    gub

Writing Activity (In Class):

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

At Home:

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

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

Jim, bun, mat

Read trick words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my

 

Due:

January 26, 2021

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:

Alphabetical order

Decoding words 

Spelling  CVC words

Writing Activity (In Class):

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

At Home:

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

big, mud, sat

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my

Due:

January 25, 2021

MONDAY, JANUARY 25, 2021

Big Reading Question:

What is special about the pie in the read aloud?  What would you put in a special pie?

Vocabulary Words:

dainty: fancy, small and fancy

maid: a person who cleans the inside of a house

pecked: bitten, struck, or poked by a bird’s beak

Fundations Practice:

Alphabetical order

Decoding words 

Spelling  CVC words

Writing Activity (In Class):

Students will illustrate and write to tell what they would put in a pie.

At Home:

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

tap, lit, hug

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have, by, my

Due:

January 22, 2021

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:

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

sad, hot, rub

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have

 

Due:

January 21, 2021

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:

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: I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have

Due:

January 20, 2021

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 complete four square, adding information about members of the royal family.  Students will write one sentence about life for children in a royal family.

At Home:

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

rag  vet  gum

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have

Due:

January 19, 2021

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 begin work on four square graphic organizer with information about kings and queens.  Students will write a sentence with one fact about kings and queens (what are they, what they do, etc.)

At Home:

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

bug, kit, led

Practice sight words: I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she, you, have

Due:

January 15, 2021

Big Reading Question:

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

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

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 uppercase letter formation and writing the alphabet from memory.

We also practiced tapping and blending to read CVC words. 

Writing Activity (In Class):

Students will write/draw about the Lakota Sioux and 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:

Read a book with your child.  Point to each word as you read.  Have your child look for and identify sight words they know.

Practice sight words: I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she

 

Due:

January 14, 2021

Big Reading Question:

How have Native Americans lives changed over time?

Vocabulary Words:

harmony: pleasing combination

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

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

Fundations Practice:

Today we reviewed lowercase letter formation and writing the alphabet from memory.

We also practiced tapping and blending to read CVC words. 

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:

Read a book with your child.  Point to each word as you read.  Have your child look for and identify sight words they know.

Practice sight words: I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, she, he

 

Due:

January 13, 2021

Big Reading Question:

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

Vocabulary Words:

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

harvested: gathered crops when they were ripe

trekked: traveled slowly, with difficulty

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

Fundations Practice:

Today we reviewed uppercase letter formation and writing the alphabet from memory.

We also practiced tapping and blending to read CVC words. 

Writing Activity (In Class):

Students will draw and label what the Lanape people were doing in each season of the year.

At Home:

Read a book with your child.  Point to each word as you read.  Have your child look for and identify sight words they know.

Practice sight words: I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she

 

Due:

January 12, 2021

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 lowercase letter formation and writing the alphabet from memory.

We also practiced tapping and blending to read CVC words. 

Writing Activity (In Class):

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

Students will tell one food included in the feast and where the food came from.

At Home:

Read a book with your child.  Point to each word as you read.  Have your child look for and identify sight words they know.

Practice sight words: I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she

 

Due:

January 11, 2021

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 reviewed uppercase letter formation and writing the alphabet from memory.

We also practiced tapping and blending to read CVC words. 

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:

Read a book with your child.  Point to each word as you read.  Have your child look for and identify sight words they know.

Practice sight words: I, a, the, and, see, like, to, do, is, his, as, has, be, me, we, he, she

 

Due:

January 8, 2021

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 reviewed the letters Q, R, S, T, U, V, W, X, Y, and Z.  We worked on correct letter formation for each letter. 

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:

Read a book with your child.  Point to each word as you read.  Have your child look for and identify sight words they know.

Practice sight words: I, a, the, and, see, like, to, do, is, his, as, has, be, me

 

Due:

January 7, 2021

Big Reading Question:

Who is the main character in the read aloud?  How did the character feel during the story?

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 Yy and Zz.  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 illustrate to identify the main character from the read aloud and how the character felt during the story.

At Home:

Read a book with your child.  Point to each word as you read.  Have your child look for and identify sight words they know.

Practice sight words: I, a, the, and, see, like, to, do, is, his, as, has, be, me

 

Due:

January 6, 2021

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 Vv, Ww, and Xx.  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 draw and label the housing used by Mapiya and her family.

At Home:

Read a book with your child.  Point to each word as you read.  Have your child look for and identify sight words they know.

Practice sight words: I, a, the, and, see, like, to, do, is, his, as, has, be, me

 

Due:

January 5, 2021

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 introduced the uppercase letters Ss, Tt and Uu.  We worked on correct letter formation for each letter. 

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

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

pal     bit     yum

bet    cop     nag

Writing Activity (In Class):

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

At Home:

Read a book with your child.  Point to each word as you read.  Have your child look for and identify sight words they know.

Practice sight words: I, a, the, and, see, like, to, do, is, his, as, has, be, me

 

Due:

January 4, 2021

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

At Home:

Read a book with your child.  Point to each word as you read.  Have your child look for and identify sight words they know.

Practice sight words: I, a, the, and, see, like, to, do, is, his, as, has, be, me

Due:

December 17, 2020

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:

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    

At Home:

Read a book with your child.  Have them point out sight words as they see them.

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me

Due:

December 16, 2020

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:

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

At Home:

Read a book with your child.  Have them point out sight words as they see them.

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me

Due:

December 15, 2020

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:

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

At Home:

Read a book with your child.  Have them point out sight words as they see them.

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me

Due:

December 14, 2020

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:

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

At Home:

Read a book with your child.  Have them point out sight words as they see them.

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me

Due:

December 11, 2020

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

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

lip        lap

nap      map

Writing Activity (In Class):

Students will use illustrations and writing to answer our Big Reading Question.  Students will give at least two reasons to explain why farms are important. 

Due:

December 10, 2020

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 G and H.  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 write to tell how the food they eat comes from a farm to their table.

At Home:

Read a book with your child.  Have them point out sight words as they see them.

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me

Due:

December 9, 2020

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:

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

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

pal     bit     yum

bet    cop     nag

Writing Activity (In Class):

Students will use illustrations and writing to describe what a farmer does in each of the four seasons. 

At Home:

Read a book with your child.  Have them point out sight words as they see them.

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me

Due:

December 8, 2020

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:

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

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

cob    vet     gum    

rag     kit     lad

Writing Activity (In Class):

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

At Home:

Read a book with your child.  Have them point out sight words as they see them.

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me

Due:

December 7, 2020

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:

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

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

mat     cat    bat

bag     bug    mug

Writing Activity (In Class):

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

At Home:

Read a book with your child.  Have them point out sight words as they see them.

Read sight words:  I, a, the, and, see, like, to, do, is, his, as, has, be, me

Due:

December 4, 2020

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:

sit       sip

lip        lap

nap      map

rap       rat   

Writing Activity (In Class):

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

At Home:

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

Practice writing all the lowercase letters of the alphabet.  Have your child tell you the sound each letter makes.

Read sight words: I, a, see, and, the, like, to, do, is, his, as, has

Due:

December 3, 2020

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:

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 write two sentences to show two facts they learned about pigs.  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 all the lowercase letters of the alphabet.  Have your child tell you the sound each letter makes.

Read sight words: I, a, see, and, the, like, to, do, is, his, as, has

Due:

December 2, 2020

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 use tapping to sound out and read these words:

rat     rap     rag

nap     nip

fit      fig     fog

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.  Remind your child to point to each word as they read.

Practice writing all the lowercase letters of the alphabet.  Have your child tell you the sound each letter makes.

Read sight words: I, a, see, and, the, like, to, do, is, his, as, has

Due:

December 1, 2020

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 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 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 all the lowercase letters of the alphabet.  Have your child tell you the sound each letter makes.

Read sight words: I, a, see, and, the, like, to, do, is, his, as, has

Due:

November 30, 2020

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:

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):

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 all the lowercase letters of the alphabet.  Have your child tell you the sound each letter makes.

Read sight words: I, a, see, and, the, like, to, do, is, his, as, has

Due:

November 24, 2020

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:

We will be reviewing all 26 lowercase letters this week in preparation to begin tapping and reading words.  Please use the attached Fundations letter chart to review the letter names and sounds with your child.

At Home:

Read a book with your child.  Ask your child to find our sight words. 

Practice writing all lowercase letters in order from a to z.

Read sight words:  I, a, see, and, the, like, to, do, is, his

Due:

November 23, 2020

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:

We will be reviewing all 26 lowercase letters this week in preparation to begin tapping and reading words.  Please use the attached Fundations letter chart to review the letter names and sounds with your child.

At Home:

Read a book with your child.  Ask your child to find our sight words. 

Practice writing all lowercase letters in order from a to z.

Read sight words:  I, a, see, and, the, like, to, do, is, his

Due:

November 20, 2020

Reading and Writing:

Over the next few days, we are enjoying a variety of books 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:

Have your child recite the letter-keyword-letter sound for each letter using the attached Fundation card images.

z-zebra-/z/           qu-queen-/kw/

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:  I, a, like, see, and, the, to, do, is, his

Due:

November 19, 2020

Reading and Writing:

Over the next few days, we are enjoying a variety of books 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:

Have your child recite the letter-keyword-letter sound for each letter using the attached Fundation card images.

z-zebra-/z/           qu-queen-/kw/

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:  I, a, like, see, and, the, to, do, is, his

Watch this video to practice letter sounds quickly: https://www.youtube.com/watch?v=idkJssPZ_Gw

Due:

November 18, 2020

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/

x-fox-/x/                y-yellow-/y/

v-van-/v/                 w-wind-/w/

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 Qq and Zz.  Have your child tell you the sound each letter makes.

Read sight words:  I, a, like, see, and, the, to, do, is, his

Watch this video to help identify letters of the alphabet quickly: https://www.youtube.com/watch?v=Gzs2dR3grAM

Due:

November 17, 2020

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:

Have your child recite the letter-keyword-letter sound for each letter using the attached Fundation card images.

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:  I, a, like, see, and, the, to, do, is, his

Watch this video about the letter Zz: https://www.youtube.com/watch?v=IDeUZy_iNT4

Due:

November 16, 2020

Big Reading Question:

What do plants provide for people?

Vocabulary Words:

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

lumberjack: a person who cuts down trees; a logger

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

oxygen: a gas found in air and water

provide: to supply or give something

Fundations Practice:

We introduced the letters 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 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.

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

Read sight words:  I, a, like, see, and, the, to, do, is, his

Watch this video about the letter Qq: https://www.youtube.com/watch?v=L987a64I2cY

Due:

November 13, 2020

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.

x-fox-/x/                y-yellow-/y/

v-van-/v/                 w-wind-/w/

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:  I, a, the, and, see, like, to, do

 

Due:

November 12, 2020

Big Reading Question:

How do deciduous trees change throughout the year?

Vocabulary Words:

bare: without any covering

deciduous: losing leaves every year

dormant: not active, asleep

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

sheds: drops, loses, or separates from something

Fundations Practice:

Have your child recite the letter-keyword-letter sound for each letter using the attached Fundation card images.

x-fox-/x/                y-yellow-/y/

v-van-/v/                 w-wind-/w/

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

do you like pizza

Writing Activity (In Class):

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

At Home:

Read 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:  I, a, the, and, see, like, to, do

Watch this video about sentence structure: https://www.youtube.com/watch?v=0Wrv_ZviMEc

Due:

November 11, 2020

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.

x-fox-/x/                y-yellow-/y/

v-van-/v/                 w-wind-/w/

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

Read sight words:  I, a, the, and, see, like, to, do

Watch this video about letter sounds: https://www.youtube.com/watch?v=tKsIi1MH4lw

Due:

November 10, 2020

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.) 

x-fox-/x/                y-yellow-/y/

v-van-/v/                 w-wind-/w/

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:  I, a, the, and, see, like, to, do

Watch this video about the letter Yy: https://www.youtube.com/watch?v=Wa_9FdUyrJ0

Due:

November 9, 2020

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 x and y today.  Have your child recite the letter-keyword-letter sound for each letter using the attached Fundation card images.

x-fox-/x/         y-yellow-/y/

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:  I, a, the, and, see, like, to, do

Watch this video about the letter Xx: https://www.youtube.com/watch?v=3AQUDbEhTm8

Due:

November 6, 2020

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.

 v-van-/v/           w-wind-/w/ 

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 v and w. 

Read sight words:  I, a, and, see, the,

Due:

November 5, 2020

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.

 v-van-/v/           w-wind-/w/ 

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

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

Watch this video about beginning sounds: https://www.youtube.com/watch?v=JVYa4Vv4mYY

Due:

November 4, 2020

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.

 v-van-/v/           w-wind-/w/ 

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

Read sight words:  I, a, and, see, the,

Watch this video about the letter Ww: https://www.youtube.com/watch?v=mQZ-c3_EDj4

Due:

November 2, 2020

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 v and w today.  Have your child recite the letter-keyword-letter sound for each letter using the attached Fundation card images.

 v-van-/v/           w-wind-/w/ 

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 v and w.

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

Watch this video about the letter Vv: https://www.youtube.com/watch?v=yZjEtwr8Q4o

 

Due:

October 30, 2020

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. 

d-dog-/d/               s-snake-/s/

a-apple-/a/            g-game-/g/

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: I, a, the, and, see

Due:

October 29, 2020

THURSDAY, OCTOBER 29, 2020

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. 

l-lamp-/l/                 h-hat-/h/

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

j-jug-/j/                   e-Ed-/e/

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

i can see the dog

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:  I, a, the, and, see

Due:

October 28, 2020

WEDNESDAY, OCTOBER 28, 2020

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. 

l-lamp-/l/                 h-hat-/h/

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

j-jug-/j/                   e-Ed-/e/

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

umbrella            jungle         hungry

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:  I, a, the, and, see

Watch this video about the letter Kk: https://www.youtube.com/watch?v=jdI2ad0lNpA

Due:

October 27, 2020

TUESDAY, OCTOBER 27, 2020

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. 

l-lamp-/l/                 h-hat-/h/

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

j-jug-/j/                   e-Ed-/e/

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:  I, a, the, and, see

Watch this video about the letter Hh: https://www.youtube.com/watch?v=kfxm1I7L07I

Due:

October 26, 2020

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 l, h, and k today.  Have your child recite the letter-keyword-letter sound for each letter using the attached Fundation card images. 

 l-lamp-/l/           h-hat-/h/ 

k-kite-/k/

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:  I, a, the, and, see
 
Watch this video about the letter Ll: https://www.youtube.com/watch?v=F4BgJ_SAgZ8
 

Due:

October 23, 2020

Big Reading Question:

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

Fundations Practice:

Have your child recite the letter-keyword-letter sound for each letter using the attached Fundation card images.

e-Ed-/e/                   r-rat-/r/

d-dog-/d/                  s-snake-/s/

Syllable practice: Have your child tell how many syllables are in each of these words:

bug      elephant    turtle    hippopotamus

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.  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, and, the

Watch this video about syllables: https://www.youtube.com/watch?v=HKxAjCqc3wU

Due:

October 22, 2020

Big Reading Question:

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

Fundations Practice:

Have your child recite the letter-keyword-letter sound for each letter using the attached Fundation card images.

p-pan-/p/                 j-jug-/j/

e-Ed-/e/                   r-rat-/r/

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, and, the

Watch this video about sentences: https://scratchgarden.com/videos/sentences/

Due:

October 21, 2020

Big Reading Question:

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

Fundations Practice:

Have your child recite the letter-keyword-letter sound for each letter using the attached Fundation card images.

d-dog-/d/               s-snake-/s/

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

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, and, the

Watch this video about rhyming words: https://www.youtube.com/watch?v=9GpPJrUlEwo

Due:

October 20, 2020

Big Reading Question:

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

Fundations Practice:

Have your child recite the letter-keyword-letter sound for each letter using the attached Fundation card images.

p-pan-/p/                 j-jug-/j/

e-Ed-/e/                   r-rat-/r/

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, and, the

Watch this video about the letter Jj: https://www.youtube.com/watch?v=DrYSjJf0ksc

 

Due:

October 19, 2020

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.

 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, the, and

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

Due:

October 9, 2020

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.  

e-Ed-/e/                   r-rat-/r/

d-dog-/d/                  s-snake-/s/

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, the

Due:

October 8, 2020

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.

e-Ed-/e/                 r-rat-/r/

d-dog-/d/               s-snake-/s/

a-apple-/a/            g-game-/g/

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.

Have your child practice writing their name. 

Read sight words:  I, a, the

Watch this video about rhyming words: https://www.youtube.com/watch?v=aP3UHE0duCU

Due:

October 7, 2020

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.

e-Ed-/e/                   r-rat-/r/

d-dog-/d/                 s-snake-/s/

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 e and r.  Have your child tell you the sound each letter makes.

Read sight words:  I, a, the

Watch this video about the alphabet: https://www.youtube.com/watch?v=icBLlt8jSKY

Due:

October 6, 2020

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.  

e-Ed-/e/                   r-rat-/r/

d-dog-/d/                 s-snake-/s/

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 r.  Have your child tell you the sound each letter makes.

Read sight words:  I, a, the

Watch this video about the letter r: https://www.youtube.com/watch?v=W5z941Xx2fM

Due:

October 5, 2020

Big Reading Question:

What causes confusion in the story The Bremen Town 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.

 e-Ed-/e/           r-rat-/r/

Writing Activity (In Class):

Student will draw and label at least 3 characters from the story The Bremen Town 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, the

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

Due:

October 2, 2020

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.

d-dog-/d/               s-snake-/s/

a-apple-/a/            g-game-/g/ 

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

Due:

October 1, 2020

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. 

d-dog-/d/                  s-snake-/s/

a-apple-/a/                g-game-/g/

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

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

Due:

September 30, 2020

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.

d-dog-/d/               s-snake-/s/

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

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

Watch this video about rhyming words: https://www.youtube.com/watch?v=nAUdQZ8Xivw

 

Due:

September 29, 2020

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.

d-dog-/d/                 s-snake-/s/

a-apple-/a/                g-game-/g/

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 s.  Have your child tell you the sound each letter makes.

Read sight words:  I, a

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

Due:

September 28, 2020

Big Reading Question:

What are the five senses, and how do they help keep you safe?

Vocabulary Words:

No new vocabulary introduced today.  Review of previous vocabulary words.  Ask your child to identify the body part associated with each of the five senses.

Sight-eyes, hearing-ears, smell-nose, taste-tongue, touch-skin

Fundations Practice:

We introduced the letters d and s today.  Have your child recite the letter-keyword-letter sound for each letter using the attached Fundation card images.

 d-dog-/d/           s-snake-/s/

Writing Activity (In Class):

Student will complete craft about the five senses, labeling the body part that is associated with each of the senses.

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 s. 

Read sight words:  I, a

Watch this video about the letter d: https://www.youtube.com/watch?v=U2IEwUFCKzg

 

Due:

September 25, 2020

Big Reading Question:

What are the five senses, and how do they help keep you safe?

Vocabulary Words:

No new vocabulary introduced today.  Review of previous vocabulary words.  Ask your child to identify the body part associated with each of the five senses.

Sight-eyes, hearing-ears, smell-nose, taste-tongue, touch-skin

Fundations Practice:

Have your child recite the letter-keyword-letter sound for each letter using the attached Fundation card images.

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 craft about the five senses, labeling the body part that is associated with each of the senses.

At Home:

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

Practice writing your name 3 times.

Due:

September 24, 2020

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.

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 Helen Keller’s 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 a and g. 
 

Watch this video about syllables: https://www.youtube.com/watch?v=HKxAjCqc3wU

 

Due:

September 23, 2020

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.

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 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 b.  Have your child tell you the sound each letter makes.

Watch this video about rhyming words: https://www.youtube.com/watch?v=EuAjgo6NSVM

 

Due:

September 22, 2020

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.

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 g.  Have your child tell you the sound each letter makes.

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

 

Due:

September 21, 2020

Big Reading Question:

How 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.

 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. 

Watch this video about the letter a: https://www.youtube.com/watch?v=KGZFmW3uPJE

Due:

September 18, 2020

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. 

c-cat-/k/      o-octopus-/o/    

f-fun-/f/        b-bat-/b/

i-itch-/i/        u-up-/u/

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.

Due:

September 17, 2020

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

Fundations Practice:

Have your child recite the letter-keyword-letter sound for each letter using the alphabet chart. 

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.

Due:

September 16, 2020

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. 

c-cat-/k/      o-octopus-/o/     

i-itch-/i/        u-up-/u/

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, i, u.  Have your child tell you the sound each letter makes.

Due:

September 15, 2020

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:

Have your child recite the letter-keyword-letter sound for each letter using the alphabet chart. 

c-cat-/k/      o-octopus-/o/     

f-fun-/f/        b-bat-/b/

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. 

Due:

September 14, 2020

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 to review the letter-keyword-sound for each letter.                     

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

Writing Activity (In Class):

Student will use illustrations and dictation to identify the main idea and details from the book My Five Senses by Aliki.  ELA Portfolio Informational Point A

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. 

Due:

September 11, 2020

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:

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. 

Due:

September 10, 2020

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:

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

Due:

September 9, 2020

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:

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.

Due:

September 8, 2020

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.

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. 

Due:

September 4, 2020

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. 

                                                                   

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.

Due:

September 3, 2020

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.    

                                                                                        

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

Writing Activity (In Class):

Student will complete craft of a sheep and use sheep to reenact the Nursery Rhyme Baa Baa Black Sheep.

At Home:

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

Practice writing your name 3 times. 

Due:

September 2, 2020

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 down 

Fundations Practice:

Have your child recite the letter-keyword-letter sound for each letter. 

            

n-nut-/n/         m-man-/m/

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

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 letters n and m.  Have your child tell you the sound the letters make.

Due:

September 1, 2020

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 recite the letter-keyword-letter sound for each letter. 

            

n-nut-/n/         m-man-/m/

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 n and m.  Have your child tell you the sound each letter makes.

Due:

August 31, 2020

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 letters n and m today.  Have your child recite the letter-keyword-letter sound for each letter. 

 n-nut-/n/         m-man-/m/

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

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.

Due:

Friday, August 28, 2020

Big Reading Question:

What events happened in the nursery rhymes This Little Pig Went to the Market and One, Two, Buckle My Shoe? 

Vocabulary Words:

market: a place where people buy and sell things

roast beef: a kind of meat

Fundations Practice:

We practiced writing the letters t, b and f today.  Practice saying the letter-keyword-sound with your child.

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

We listened to the story Echo Finds Dinner and discussed the story elements (character, setting, problem, solution).

 

Writing Activity (In Class):

Student will retell the nursery rhyme by participating in Reader’s Theater.

At Home:

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

Practice writing the letters t, b and f.

Due:

Thursday, August 27, 2020

Big Reading Question:

What prediction can you make based on the picture of the nursery rhyme Jack and Jill? 

Vocabulary Words:

fetch: to go get something and bring it back

pail: a bucket

tumbling: falling and/or rolling

Fundations Practice:

We practiced writing the letters t, b and f today.  Practice saying the letter-keyword-sound with your child.

t-top-/t/     b-bat-/b/    f-fun-/f/

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

We also worked on sentence structure.

Writing Activity (In Class):

Student will predict what happens after Jack and Jill fall down.

At Home:

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

Practice writing the letters b and f. 

Due:

Wednesday, August 26, 2020

Big Reading Question:

What do the characters in the nursery rhymes Jack Be Nimble and Little Jack Horner do? 

Vocabulary Words:

candlestick:  holder for a candle

nimble: able to move quickly and easily

Fundations Practice:

We practiced writing the letters b and f today.  Practice saying the letter-keyword-sound with your child.

b-bat-/b/       f-fun-/f/

Watch this video about the letter Bb: https://www.youtube.com/watch?v=JxcT8kIvO6g

Writing Activity (In Class):

Student will participate in acting out the nursery rhyme Jack Be Nimble.

At Home:

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

Practice writing the letters b and f. 

 

Due:

Tuesday, August 25, 2020

Big Reading Question:

How does the character feel about the rainy weather in the nursery rhyme Rain, Rain, Go Away? 

Vocabulary Words:

away: not here

character: the person or animal a story or nursery rhyme is about

Fundations Practice:

We practiced writing the letters b and f today.  Practice saying the letter-keyword-sound with your child.

b-bat-/b/       f-fun-/f/

Watch this video about the letter Ff: https://www.youtube.com/watch?v=LWMED_3Nvig

Writing Activity (In Class):

Students will draw to illustrate how Johnny feels about the rainy weather. Students draw how they feel about rainy weather.

At Home:

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

Practice writing the letters b and f. 

 

Due:

Monday August 24, 2020

Big Reading Question:

What do you notice about the nursery rhyme Roses Are Red? 

Vocabulary Words:

rhyme: words that begin with different sounds but end with the same sound

roses: plants or bushes with large flowers and thorns on the stems

sweet: containing sugar or tasting like sugar

violets: small plants with small flowers

Fundations Practice:

We introduced the letters b and f today.  Practice saying the letter-keyword-sound with your child.

b-bat-/b/       f-fun-/f/

Watch this video about the letter Bb: https://www.youtube.com/watch?v=f1bcER1Zzak

Writing Activity (In Class):

Student will draw and label one thing that is blue and one thing that is red.

At Home:

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

Practice writing the letters b and f.