Homework for The Fox and the Stork Jan , 2015 (Return this sheet, initialed, on Monday, January 26 th.) Name:

Transcription

1 Homework for The Fox and the Stork Jan , 2015 (Return this sheet, initialed, on Monday, January 26 th.) Name: Your child will be reading The Fox and the Stork. This animal fable teaches a lesson about good manners. Ask your child to retell the story The Fox and the Stork. Talk about other fables familiar to your child. The students love fables so I encourage you to find other books of fables to read with your child. Read them together and talk about the lessons in the fables. If the fable of the fox and stork is included, ask your child how it is similar to and different from the one he or she read in school. Monday Tuesday Wednesday (Optional Monday Homework- Holiday) Practice spelling words. (Find fun ideas for practicing listed on our website.) Practice high-frequency/sight words who, kind, door, made Review sounds and past high-frequency/sight words on skill sheet. Read or be read to. Minutes read: (Books, fluency passages, etc.) Practice spelling words. Practice high-frequency/sight words if not yet memorized. Read, The Fox and the Stork Read or be read to. Minutes read: Practice spelling words. Practice high-frequency/sight words if not yet memorized. Read, The Fox and the Stork Math review page: Fact Families (Sending home on Monday) Read or be read to. Minutes read: Thursday Practice spelling words. Practice high-frequency/sight words if not yet memorized. Read, The Fox and the Stork Read or be read to. Minutes read: The spelling and high frequency/sight word tests will be on Friday, January 23 rd. + Minutes of reading on: Friday:Saturday:_Sunday:_ Total minutes read this week: (Please total all minutes read during the 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 Friends Forever January 19-23, 2015 Rather than memorizing a specific list of words, focus on learning the spelling rule so that your child can spell any word that fits this rule. 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 ring, how do you spell sing? That s right! You just change the first letter because they rhyme! This week s spelling words This week s spelling pattern: Long vowels ow, oa Examples of the kinds of words your child should be able to spell and read: low bow row road soap boat wiggle middle Your child should also be able to spell these High-Frequency Words. talk school I don t talk when someone else is talking. We learn to read and write better in school. Your child will be given the opportunity to write one more word that follows 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. There is no grade penalty for trying Bonus words: These words follow the same rule as above. Examples of the kinds of challenge words your child may see: toast throat goal rainbow below

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. Letter/Sound Relationships: bl cl ung br ph tch cr tr dr fr ang wh gr pr sl sm sn sp st sw sk fl gl pl sl t h ong ch sh qu ing ink Initial and Final Blends: Practice reading these consonant blends. mp (as in lamp) sl (as in slide) cl (as in clock) nk (as in bank) fr (as in frog) fl (as in flag) cr (as in crab) nd (as in land) pl (as in plant) bl (as in block) br (as in brown) tr (as in truck) nt (as in tent) ft (as in gift) dr (as in drum) st (as in nest) sk (as in desk) gr (as in grass) gl (as in glad) pr (as in present) lk (as in milk) Sight Words: Students should be able to read these words automatically, without sounding them out. gives eat many play air where could food around ri ght grows her use that says want stop night put their saw live don t out hide the turns is in yo u Mr. from buy he now are day on got time walk I away gone people was good every make my try when help animals she some of fly or said need fri ends funny your mom can how too our down so so

4 on oh very yes new with they two Fluency Passages for The Fox and the Stork 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. The Fox and the Stork Retold by: Gerold McDermott Long ago there was a fox who lived in the forest. Fox liked to play tricks on his friends. One morning, Fox rowed his boat around the pond. He saw his friend Stork. Would you like to come to my house for dinner? Fox asked. How kind of you to ask! said Stork. Yes. I would like that. The next day, Stork went to Fox s house for dinner. She tapped on Fox s door with her long bill. Come in, said Fox. I made soup! Wonderful! said Stork. I like soup. Fox and Stork sat down to eat. Fox didn t put the soup in the bowl. He served it in a flat dish. Fox felt very smart. Stork couldn t eat from a flat dish. All she could do was dip the tip of her long bill into the soup. Fox soon slurped it all up! Stork was still hungry but she didn t complain. Thank you for the dinner said Stork. Come to my house, and I ll make dinner for you. The next day, Fox rowed his boat to Stork s house. I don t like to boast, said Stork, but my soup is the best. I use greens that grow in my own garden. Wonderful! said Fox. Let s eat! Stork served the soup in a tall jar. Fox couldn t get a drop. All he could do was lick the top of the jar. Stork dipped in her long bill and drank it all up. Fox moaned and groaned as he rowed home. I m so hungry! This is my reward for tricking a friend! At last Fox saw that being kind to others is the right thing to do.

5 Comprehension Questions to Discuss Together: 1 How does Fox trick Stork? 2. How does Stork teach Fox a lesson? 3. What lesson does Fox learn? 4. How do characters feel when they have been tricked? 5. Tell about a friend who has been kind to you. 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 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. Words for Friends Forever Words for next week s story, Fox and Stork talk place great together who kind door made school other each 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 find and read the two words that begin with b and the words that begin with w. Have your child make up questions using each of the new words. Make up a sentence to answer each of your child s questions, using the same new word.

7 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.