s Homework for A Bed Full of Cats Jan , 2016 (Return this sheet, initialed, on Monday, February 1 st.)

Transcription

1 s Homework for A Bed Full of Cats Jan , 2016 (Return this sheet, initialed, on Monday, February 1 st.) Your child will be reading A Bed Full of Cats. This realistic fiction story tells about a boy whose beloved cat disappears, only to reappear weeks later with four kittens. Optional comprehension idea: Ask your child to retell the story A Bed Full of Cats in his or her own words. Then look at the Lost and Found section of the classified ads in the local newspaper. Read the ads for lost pets with your child. Then help your child write an ad about Flora for Lee. Homework tasks are listed in order of importance. Reading daily is the first priority. Monday Read or be read to. Minutes read: (Stories in this packet and/or other books.) Practice the spelling words using the Spelling Study Menu. Practice reading this week s sight words also, anything, know, moved, only, room, should, those, write. (Ideas for practicing are listed on the Post-Test/Pre-Test page and on our website.) Review sounds and sight words on the Skill Review Sheet. Tuesday Re-read the Emergent, Early, or Fluent Reader passage you read in reading centers this morning. Look for sight words and words that use this week s spelling pattern. Minutes read: (These stories and/or other books.) Practice the spelling words using the Spelling Study Menu. Practice reading the sight words if not yet memorized. Wednesday Re-read the Decodable Books you read in reading centers this morning. Look for words that use the spelling pattern. Minutes read: _(These stories and/or other books.) Practice the spelling words using the Spelling Study Menu. Practice reading the sight words if not yet memorized. Thursday Read or be read to. Minutes read: (Stories in this packet and/or other books.) Practice the spelling words using the Spelling Study Menu. Practice reading the sight words if not yet memorized. + Minutes of reading on Friday: Saturday:_ Sunday:_ Total minutes read this week: Make it a goal to read minutes every day. Increase the time as your child s reading improves, ideally working up to reading minutes per week. Research has shown that the single most influential factor in creating successful readers is the amount of time they spend reading. Reading is a skill that improves only with repeated practice. If your child is finding this homework too easy, try the more challenging homework ideas described on our classroom website.

2 Spelling Study Menu When you finish an activity you must have an adult initial on the line next to the activity. Written spelling activities can be completed in your composition book and do not need to be turned in. Appetizers - Choose ONE of the following activities: Speed Sort Write the words on index cards and then sort them 3 times, using a stopwatch to keep track of each time. Rhyme Time Come up with 2 or 3 rhyming words for each of the words on your list. (Do orally, not written.) Word Hunt Go on a word hunt. Find words that have the same spelling pattern in books, magazines, and newspapers. Card Games Copy 2 sets of words with this week s pattern on index cards. Use the cards to play Snap, Concentration, or Go Fish. Magnetic Letters Spell the words with magnet letters on a cookie sheet or the fridge. Entrees - Choose ONE of the following activities: Blind Sort Have an adult read all of your words to you and write them under labeled headings (by word family, vowel sound, etc.) Type to Learn Write the spelling words ten times each on the computer. Don t just hit copy and paste! Search Spend about 10 minutes writing as many words as you can think of that follow the spelling pattern(s). Use magazines, books, or the internet to help if you wish. Sentences Write sentences using at least 10 of your words. Sentences should show that you know the meaning of the words. Practice Test Have an adult read your words to you and give you a practice test. Have them score it when you are done. Write each misspelled word 3 times. Be the Teacher Write at least 5 sentences explaining the pattern(s) of your words this week. Include sounds, examples, and anything else you learned in class. Sides - Choose ONE of the following activities: Q-Tip Eraser Write the words on a chalkboard or whiteboard. Then erase the words by tracing over them with a Q-tip until the words are erased. Type your spelling words in an and send them to your teacher. Scrabble Spelling Use the letters from a Scrabble game to spell your words. Add the number values on the squares to find the "most valuable word." Online/App Complete an activity on a spelling website like Spelling City (look for your list on my page) or an app like Spelling Monster (you ll have to type in your list of words before you play a game). Dessert - Choose ONE of the following activities: Design a Word Pick the most difficult word from the list, write it with bubble letters and then fill it with interesting designs. Rainbow Words_ Practice writing words with markers or colored pencils, alternating colors for a rainbow look. Draw Pictures_ Draw pictures of at least five words that aren t on your list but have the same vowel sound or spelling pattern. Alphabet Stamps Use rubber letter stamps to stamp the words. Creative Choice Practice your words in a creative way! (You can find lots of ideas on our website under Homework. )

3 Spelling Words for A Bed Full of Cats On the spelling test each week your child will be asked to write the sound(s) we are studying, words that follow this week s spelling pattern and review the previous week s pattern, the 2 sight words below, and 2 dictation sentences that contain spelling pattern words and sight words your child should know how to spell. Rather than memorizing a specific list of words, focus on learning the spelling patterns so that your child can spell any words that fit the patterns. Use the week s fluency passages to help you study, as well as the ideas listed on our website. Help your child become a problem solver when it comes to spelling by asking questions such as, If you can spell mean, how do you spell bean? That s right! You just change the first letters because they rhyme! This week s spelling / phonics pattern: long vowel ē made with a final e in a short word, an ee, or an ea. Examples of the kinds of words your child should be able to spell and read: me be we she he mean bean team treat near beet feet green tree keep Your child should also be able to spell these sight words from last week: who door Who wants to get a cat? I can open the door. Your child will be given the opportunity to write 4 more words and 3 more dictation sentences that contain more challenging words that follow the spelling pattern and harder sight words. This is optional for those students who are interested in a challenge. Do not worry about studying these words unless the cvc words are easy and automatic for your child. These words follow the same rule as above but are more complex. Examples of the kinds of challenge words your child may see: beetle reaches teacher reading agreed

4 Skill Review Sheet for A Bed Full of Cats The skill sheet reviews previously learned sounds, sight words, contractions, inflections, etc. This week s new sounds, words, etc. will be reviewed on next week s skill sheet. Please study any parts of this skill sheet that are not yet automatic and easy for your child. If the sight words are still difficult for your child, focus on mastering those before moving down to the contractions, color/number words, etc. Blends, Digraphs, etc.: Practice reading these word parts. bl tch ang ong ing ink cr tr dr sh fr gr pr sm sn sp cl fl gl pl br st ch sl wh sw sk sl th qu ung Sight Words: Students should be able to read these words automatically, without sounding them out. gives eat many school find about where could together writing right who full there grows her take talk use says want night other their saw out hide door around work Mr. from live buy books air are great way time walk city family away gone made people follow was every make would when these animal some each of read grew said house need friends found funny your kind fly how too sometimes our place soon four turns were very new with they two Contractions: Students should be able to read these automatically, without sounding them out. can t don t didn t isn t it s what s let s hasn t he ll you re I m we re that s doesn t she ll we ve he s we ll you ll they re I ll she s

5 Fluency Passages for A Bed Full of Cats Rereading the same passage increases fluency. Reading fluently allows students to focus their concentration on comprehension. Emphasize reading naturally and accurately rather than speed reading. Students will also be reading one or more of the leveled readers and the decodable readers in class where they will be able to use the pictures clues to aid decoding and comprehension. know also. Early We Reader like to sit (includes together. the My spelling cats pattern are good and pals. high-frequency words) Cat in Boots retold by Lucy Floyd A miller said to his cat, A mean beast is in the land! He is eating all the wheat! I know how to help you, said cat. It will be simple. I need only boots and a bag. Cat put her bag in the yard and geese ran into it. Then she went to see the king. Those geese are gifts from the miller, Cat said. We thank him! said the king. We do! said Princess Lee. Cat found the miller by the sea. The king comes by here, she said. Now jump into the sea! See the miller? Cat yelled. He sent me the geese! the king said. We should help him! Please! cried Princess Lee. Then Cat went to see the mean beast. I know you can do anything, said Cat. Can you squeeze your body into a ball? Easy! screeched the beast. Cat moved fast. She put her boot heel on the beast. Please be still, Beast! she said. Stop! screeched the beast. Now write here, Beast, said Cat. Write that you will not eat the wheat. He wrote: To the people, I will not eat the wheat. Your friend, Beast. From then on, there was a lot of wheat to eat. The miller and the princess were wed in a room filled with people. Cat was also there. See? she said. I helped! Emergent Reader (includes the spelling pattern and sight words) My Cats by Jane Manners This is me. Those are my cats. That s my mom. I can hear her calling me. My cats hear also. They hear things that I can not hear. My dad makes dinner. It smells so good. My cats smell also. They know that other cats were here. I can tell when it is getting dark. My cats know also. Those cats can see when I can not. They have good eyes. Those cats are hungry. I am also. I know when it s time for bed. My cats

6 Fluent Reader (includes the spelling pattern and sight words) Lions by Lucy Floyd Lions are very big cats. People who write about lions call them the king of beasts. The female lion is called a lioness. The male has a mane around its cheeks and neck. Lions are seen in places like this. They do not like to be near lots of trees. Lions need room to move around. Lions also need to be where they can find meat to eat. Lions hunt for meat. They seek out other animals. They eat anything they can catch. Lions have sharp teeth. They need those sharp teeth to catch animals. They also need them to eat the meat. Back from a hunt, lions greet each other. They rub their cheeks together. Lions seem to like each other! Lions live together in groups called prides. Each pride has a place to live. Other lions are kept out. Female lions are the real hunters in the pride. They see and hear well. Their speed helps them to be good hunters. Male lions have the job of keeping animals away. Other animals could take meat the pride needs. Young lions are called cubs. A cub cannot see at first. They lioness spends a great deal of time near her cubs. This cub needed to be moved. It s too weak to walk so the lioness moves her cub. Cubs seem to be very hungry. They feed only on milk when they are little. In about six weeks, they should be eating meat. Cubs like to play. This teaches them skills they need. The lioness teaches them, too. They will soon know how to hunt. The king and queen of beasts are very big cats. They are also very beautiful.

7 Decodable Books (focus on the long ē sound made by a final _e," ee, and ea ) Reed s Beetles (ee) by Daniel Gorman Reed has a green beetle. Feel it, he says. Is that a shell? Doreen asks. It seems hard. It s a set of wings. Beetles have two sets. When the beetle isn t flying, a hard set is on top of the soft set. I find beetles at the creek, on plants, and in trees. I feed them weeds and seeds. I don t keep them long. I set them free. This beetle can glow. It s called a glowworm, but it s not a worm. It s a beetle. I like that beetle best! says Lee. The class agrees. I like them all! says Reed. Then he sets the beetles free. Sweet Treats (ea) by Anne Miranda Gram Yak s yard is a mess. Dean and Jean can clean it up. Dean and Jean are a good team. Soon Gram s yard is neat and clean! Now Gram will teach them how to whip up sweet treats. Dean digs up yams, and Jean reaches for apples. We chop up the apples and yams, says Gram. We add wheat and cream. Then we beat in at least three eggs. Gram makes a heap of treats. Yaks come from the east and the west. Yaks come from near and far. Please! they call. We will not leave until we get sweet treats! Gram s treats are a hit. Everyone eats and has a feast! Thanks! Gram tells Dean and Jean. We are a peach of a team!

8 Name: Score: Sight Words Sight words (or high-frequency words) are words that students need to recognize automatically. They are the most frequently used words in our language and/or do not fit standard spelling rules. The more words students have memorized, the better they can understand what they are reading because they can focus on the meaning of the text rather than trying to sound out each word. Students need to be able to say each word within 3 seconds, without trying to sound it out. The test is given on the last day of the week. Test for The Fox and the Stork I already know these words for next week s story, A Bed Full of Cats who made would kind door also anything know moved only room should those write In addition to playing memorization games, use the suggestions below to study the meaning and usage of any of the new words your child doesn t already know (not checked off): Cut out the words above or, for more practice, have your child write them on index cards. Have your child use the words in sentences about a pet, a school activity, or a favorite toy. Make a second set of word cards and play Concentration. Place all the words face down and take turns drawing two cards, reading them, and keeping both cards if they match. While you study next week s new words, please continue to study any words from this week that are not yet memorized and review words from past stories listed on the Skill Sheet.