Homework tasks are listed in order of importance. Reading daily is the first priority.

Transcription

1 s Homework for Sam and the Bag Aug , 2015 (Return this sheet, initialed, on Monday, August 31 st.) Your child will be reading Sam and the Bag. In this story a kitten joins two other cats playing in a bag, and the three of them have a great time. Optional comprehension idea: Ask your child to tell you how the cats played in the bag. Then put several small, safe objects into a paper bag (a spoon, a dry sponge, a paper clip, for example). Have your child reach into the bag without looking, feel each object, and try to guess what it is. Homework tasks are listed in order of importance. Reading daily is the first priority. Monday Tuesday Wednesday Thursday Read or be read to. Minutes read: (Stories in this packet and/or other books.) Practice reading this week s sight words and, in, oh, yes. (Ideas for practicing are listed on the separate Post-Test/Pre-Test page and on our website.) Review sounds and sight words on the Skill Review Sheet. 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 reading the sight words if not yet memorized. Re-read the Decodable Books you read in reading centers this morning. Look for words that use this week s spelling pattern. Minutes read: (These stories and/or other books.) Practice reading the sight words if not yet memorized. Read or be read to. Minutes read: (Stories in this packet and/or other books.) 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 Sam and the Bag 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 sights 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 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 had, how do you spell bad? That s right! You just change the first letter because they rhyme! This week s spelling pattern/rule: The letter a makes a short / ă / sound in cvc words ( cvc = words with a consonant, vowel, and consonant). Examples of the kinds of words your child should be able to spell and read: am ham had bad bag rag cap mad Jan hat Dad ran Your child should also be able to spell these sight words from last week: up go The balloon is up in the air. We can go to the movies. Usually, your child will be given the opportunity to write 4 Challenge words and 3 Challenge dictation sentences that contain more complex 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 regular words are easy and automatic for your child. We will add the Challenge words and sentences our third week of homework, after we have learned how to take the spelling test

4 Skill Review Sheet for Sam and the Bag 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 consonant and vowel sounds are difficult for your child, focus on those before moving on to sight words, color words, and number words. Consonant Sounds: Students should be able to identify all of these consonant sounds. b k w m s h l v j y r t c p n d g f x qu z Vowels: Students should be able to identify the long and short sound of each vowel. i o u a e Sight Words: Students should be able to read these automatically, without sounding them out. the to is in you for he no like are come on got I was my she do and little go of have we a up it dad here me stop at mom what can down see look Color Words: Students should be able to read these automatically, without sounding them out. red white pink orange brown purple blue yellow green black Number Words: Students should be able to read these automatically, without sounding them out. five two nine one eight three ten four seven Days, Seasons, and Months: If your child knows the above words, work on memorizing these. November December July October Winter Fall August September Autumn Spring Summer Wednesday Thursday January February Friday Saturday Sunday Monday Tuesday March April May June

5 Fluency Passages for Sam and the Bag 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. Emergent Reader (includes the spelling pattern and sight words) Go Cat! by Lynn Trepicchio Cat ran and ran. Cat ran in the bag. Cat ran and ran. Cat ran in the hat. Cat ran and ran. Cat ran in the box. Go Cat! If the Emergent Reader fluency passage is easy, try the Early Reader and Fluent Reader passages. If your child cannot yet read them independently, you can say, My turn, read a sentence, and then say, Your turn and have your child repeat the sentence, pointing to the words as they are read. Early Reader (includes the spelling pattern and sight words) Pat the Cat by Sarah Golden Pam can pat the cat. Dan can pat the cat. Here comes Jan and Lab. Can Lab pat the cat? Oh, no! Max ran down. Yes, Max ran in the bag!

6 Fluent Reader (includes the spelling pattern and sight words) What Can Matt Do? by Ellen Appelbaum Matt ran up and down. Oh, look at Matt go! What can Matt see? Matt can tap. Matt can tap it. Can Matt go in? Yes, Matt can go in. Look! Here we come. Decodable Books (focus on the short ă sound in cvc words) Ham? Hat? by Gail Williams Max had a ham. Jan had a hat. A ham? A hat? Have a ham, Jan. Have a hat, Max. Max has the hat! Jan has the ham! Tap a Hat by Mary Hogan Dad has a hat. Tad has a hat. Dad can pat the hat. Pat, pat, Name:_Score: pat. Tad can tap the hat. Tap, tap, tap. Can you tap a hat?

7 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 Hat up down got I already know these words for next week s story, Sam and the Bag and in oh yes 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. Give your child a clue about each new word. Have your child point to the word card and read the word aloud. For example, This word starts with an a. (and) Ask your child which word means the opposite of out (in) and which word means the opposite of no (yes). 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.