Homework for Tell Me a Story Feb , 2015 (Return this sheet, initialed, on Monday, March 2 nd.)

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1 Homework for Tell Me a Story Feb , 2015 (Return this sheet, initialed, on Monday, March 2 nd.) Name: Your child will be reading Tell Me a Story, a fiction story in which a grandmother tells about her childhood while her granddaughter listens and imagines each scene. Ask your child to recall some of the things the grandmother told about her childhood. Then tell your child some stories from your own childhood or, together, recall stories your child might have heard from grandparents or older family friends. Have your child draw a picture that shows a story he or she has heard about from the past. Monday Practice spelling words. (Find fun ideas for practicing listed on our website.) Practice high-frequency/sight words because, cook, front, listen, most, picture, why, young. Review sounds and past high-frequency/sight words on skill sheet. Read or be read to. Minutes read: (Books, fluency passages, etc.) Tuesday Practice spelling words. Practice high-frequency/sight words if not yet memorized. Read Tell Me a Story. Read or be read to. Minutes read: Wednesday Practice spelling words. Practice high-frequency/sight words if not yet memorized. Read Tell Me a Story. Math practice page. Read or be read to. Minutes read: Thursday Practice spelling words. Practice high-frequency/sight words if not yet memorized. Read Tell Me a Story. Read or be read to. Minutes read: + Minutes of reading on: Friday:Saturday:_Sunday:_ Total minutes read this week: (Please total all minutes read during the week. Aim for a total of at least 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. The more children read, the more they are able to read. Make it a goal to read for at least 20 minutes every day. If your child is finding this homework too easy, try the more challenging homework ideas described on our classroom website.

2 Spelling/Phonics Pattern for Tell Me a Story February 23-27, 2015 On the spelling test each week your child will be asked to write the sound(s) we are studying, 6 words that follow the spelling pattern and review last week s pattern, the 2 High-Frequency words below, and 2 dictation sentences that contain spelling pattern words and High Frequency 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 nine, how do you spell line? That s right! You just change the first letters because they rhyme! This week s spelling / phonics pattern: long vowel ī made with a final, silent e. (We will practice this physically in class by having one student pretend to be the i, another student pretend to be the consonant after the i, and a third student will be the e. As long as there s only one consonant between the i and e, the e can reach around that consonant, tap the i on the shoulder, and whisper, Say your name! This is a good reminder for them about when the final silent e makes a preceding vowel make the long sound.) Examples of the kinds of words your child should be able to spell and read: Your child should also be able to spell these High-Frequency Words. warm water nine line like bike bite while rise dive smile five time My coat keeps me warm. Would you like a drink of water? 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 High-Frequency 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: drive outside skydiving write reptile

3 Skill Review Sheet 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. pl kn br ph _ake bl tch ang ong ing ink cr tr dr fr gr pr _ate fl gl ch sh wh _ame sk sm sn _ale sl th qu ung ee ea oa ow Sight Words: Students should be able to read these words automatically, without sounding them out. your kind how too sometimes writing those right our place town soon warm great way water time world walk city family special old away gone made people only follow every make would gives country many different school also find about where could together who full there grows take talk above new with they says moved want night other their saw out hide door around work Mr. from live buy books air when these animal years each read over grew know house room Earth need anything friends should hold found funny four turns were very write two Contractions: Students should be able to read these automatically, without sounding them out. hasn t he ll you re I m we re that s doesn t can t don t didn t isn t it s what s let s she ll we ve he s we ll you ll they re I ll she s

4 Fluency Passages for Tell Me a Story 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. Tell Me a Story By: Alma Flor Ada Tell me a story Abuelita, said Camila. Tell me a story about long ago. What would you like to hear? Would you like to hear about your father when he was a young man? No, Abuelita. Tell me about when you were a little girl. Listen Camila, and I will tell you. When I was a little girl, my family did not own a car. We didn t ride places. We walked. That must have hard, Abuelita. Did you stop to rest a lot? I was fine, Camila. Walking is fun. Tell me more, Abuelita. We didn t have many of the things we have today. We had to use coal to cook. Did you cook with coal everyday? Of course we did, Camila. We had to cook everyday, and we used coal. My friends and I had such fun! We played outside in front of the house. We liked to jump rope on the sidewalk. Why did you play in front of the house, Abuelita? We played there because it was the best place to play, Camila. What did you like most when you were young Abuelita? I liked flying kites. On windy days, the kits went so far up it was hard to see them. I let my dreams fly with the kite. I can picture all of the kites! I would let my dreams fly up with kites too! What I liked most of all was the river in back of my Abuelita s house. The river, Abuelita? Why did you like the river? There was a big tree at the side of the river. I would sit on a branch and look down. I could see ducks, fish, and bull frogs. I kept looking for a crocodile, but all I saw were turtles. Bullfrogs? Didn t they scare you, Abuelita? Oh, no, Camila. It was fun. I had the best

5 time at the river. I made boats and sent them down the river. I would picture them landing on a beautiful island. I wished I could sail with them. I wished I could sail all the way to the sea. Weren t you scared, Abuelita? No, Camila, I don t think so. I would sail with you, Abuelita! I wouldn t be scared! I think we will sail, Camila. One day, we will sail. Comprehension Questions to Discuss Together: 1. What does Abuelita share with Camila? 2. For each story Abuelita shares, there are two pictures. How are those two pictures different? 3. How did Abuelita go from place to place when she was young? 4. Does Camila enjoy listening to Abuelita? How do you know? 5. Which of Abuelita s stories do you like best? Why? How We Made Reading Fun This Week: My loved-one read this story to me. I told them my favorite part! We echo-read this story. (Parent reads sentence, child reads the same sentence) We took turns reading! (Parent reads one sentence, child reads the next!) I circled all of the words that I knew how to read without help. We counted them up together. I founds all of my need to know words in the story and read those sentences perfectly. I put rectangles around the words I didn t know. I practiced reading those words! I read this story all-by myself to my family or friends. I read this story all-by-myself to my pets, dolls, or toys. I read this story in a sill way (e.g. baby voice, monster voice, upside-down, singing it, etc.) I played Hide and Seek story! (Write story on 3x5 cards. Hide them. Find and read them. Put them in order) (Other)

6 Name: Score: High-Frequency/ Sight Words High-frequency words, or sight 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 children recognize automatically, the better they understand what they are reading because they can focus on the meaning of the text rather than trying to sound out every word. Students need to be able to say each word on this list, within 3 seconds, without trying to sound it out. The test is given on the last day of the week. Test for At Home Around the World I already know these words for next week s story, Tell Me a Story old above warm years water hold different because cook front listen most picture why young 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. Help your child arrange the cards so that the words are in alphabetical order. Then say the alphabet together and point to each card in turn as you name its first letter. Ask your child to make up sentences using the words on the cards. 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.

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