Although we have optional reviews, we STRONGLY encourage your children to read. Reading with and too your children, and reading as a family has shown to increase student vocabulary, spelling and fluency. We have learned that the public library has a wonderful app to access amazing books online called Libby.
You can access the app information at this link: Libby Link By using your public library account, your students can log in and choose from thousands of books online for free to read to you, you to read to them, your family to read together, etc. Audio books followed along also are a great source to develop this love for reading with your child as they follow along in the book.
1- Optional Math Practice:
- The family letter below provides review in math that you can do with your student. Please read the letter and invite your child to share what they know about the concept by doing the activity together.
- This is the standard we are working on this week:
- This is the standard we worked on last week: Test will be on Tuesday, February 26th.
- Optional: for extra math practice, play any of these Math Fact Activities 2018
- Language Arts this week: Reading 20 minutes per day. No need to submit minutes, but we strongly encourage you to make reading a priority. Reading comprehension strategy: Help your child read a story and then retell the events from the story in the correct order while they are focusing on the characters, setting, and events. As well as, making and confirming predictions.
YOU DO NOT NEED TO RETURN THE FLUENCY PASSAGE. It may take the entire 20 minutes to work through the passage on Monday. ALL the time your student spends on fluency counts toward their reading minutes.
MONDAY:
1st- Using a yellow crayon or high lighter, have your student highlight each word in the passage they can read correctly without any help.
2nd- Go back through the passage and have a “Good MEATY Conversation” about the words they were unsure of or didn’t know. Talk about what strategies good readers can use to figure out the word. Here are a few suggestions…CVC if there is only one vowel, it USUALLY make the short vowel sound, CVCe-is there an /e/ at the end of the word that makes the first vowel say it’s name. Is there a vowel team that follows the rule…When vowel teams go a walking, the first one USUALLY does the talking such as ee, ea, ai, oa, etc. Are there words within words like “ants” at the end of elephants…”and” in the word land…Go over the fact that they can skip the word and use the context of the sentence to help them figure out what the word is and if it makes sense.
3rd- Lastly, read the passage together, then using the retell rope, have your student tell you what they read in order of event of information.
TUESDAY – THURSDAY
*AGAIN* POINT OUT THE WORDS YOUR STUDENT KNOWS and then GO OVER THE ONES THAT ARE TRICKY. Have them sound out words that follow “Regular Rules.” Time them for ONE, one minute timing each day to see how far they can read on their own. Their accuracy/fluency should increase each time they read the sentences.
WE are looking for how many words they are reading correctly out of how many they read and then what they can retell.
PLEASE use the Re-Tell Ropes below OR the one I sent home, whenever you are reading with your student checking for understanding. THIS HELPS STUDENTS PREPARE FOR OUR LANGUAGE ARTS WORK AND DIBELS TEST COMPREHENSION.
These are the high frequency words, vocabulary, phonics as well as other essential Language Arts skill we will be working on this week :
