* schwa sound is when any vowel can make the "uh" sound.
Reading: Sight Words
Jack
|
Jilly
|
can
|
play
|
you
|
me
|
see
|
come
|
go
|
and
|
jump
|
he
|
to
|
it
|
is
|
like
|
the
|
my
|
this
|
are
|
at
|
she
|
for
|
has
|
look
|
big
|
who
|
yellow
|
book
|
some
|
little
|
read
|
green
|
in
|
give
|
long
|
good
|
keep
|
will
|
not
|
blue
|
laugh
|
run
|
want
|
red
|
ride
|
help
|
walk
|
take
|
get
|
have
|
saw
|
down
|
but
|
fast
|
said
|
find
|
your
|
yes
|
out
|
was
|
day
|
put
|
here
|
from
|
ask
|
what
|
so
|
then
|
did
|
on
|
just
|
be
|
one
|
stop
|
we
|
they
|
let
|
do
|
why
|
call
|
work
|
by
|
three
|
two
|
them
|
all
|
of
|
four
|
into
|
when
|
right
|
no
|
too
|
went
|
where
|
new
|
take
|
that
|
now
|
many
|
Reading Comprehension Strategies:
activate prior knowledge
browse (take a picture walk through the story before you read)
vocabulary
visualizing (can you picture in your mind what is going on in the story to
gain a clearer understanding)
asking questions
summarizing what you have read
retelling the story in your own words
Reading Comprehension Skills:
main idea and details
cause and effect
making inferences
Reading fluency:
reading aloud with the whole group, silently, with a partner
chunking: this is a method of reading several words at a time as your child
is reading a sentence to help with fluency.
Our goal by the end of the year is to read 30 wpm fluently.
Story elements:
We have discussed what an author and illustrator does. The author writes
the story while the illustrator draws the pictures.
The "setting" of a story is where the story takes place.
The "characters" are the people or animals in the story.
Writing:
We are practicing writing our ABC's in correction formation. Watch your
child as they write and make sure they are forming their letters correctly
(ex: not going from the bottom to the top).Begin your sentence with a capital letter and end it with a period.
Capitals are always at the beginning of a sentence, proper names, and the
word I.
Our writing rubric is CUPS (students also use as a checklist to check work)
C means check your capitals
U means understand (Did my sentence make sense when I read it?)
P means punctuation (put a period at the end of a sentence)
S means spacing (put a finger space between words)
and spelling (phonetic spelling accepted and conventional spelling)
Our goal is to understand the difference and try to write narrative, expository, and persuasive pieces with 3 or more sentences that are cohesive.
Dictation of letters (teacher calls out a letter and students write it down)
understands that simple sentences have a subject (tells who or what) and a
predicate (expresses what the subject is doing and includes the verb)
Parts of speech:
adjectives ~ are describing words
nouns ~ are people, places, or things
verbs ~ show action
identify and understand opposites in words (ex: hot-cold, etc.)
identify and understand compound words (fishnet, playground, etc.)
identify and understand contractions (I'm, can't, don't, etc.)
Math:
we have reviewed some of these concepts from Kindergarten and will expand on
them:
recognize and know value of these coins: penny, nickel, dime
determine the value of a set of coins (nickels & pennies)
record and interpret information on a graph
practice writing numbers from 0-10
match numbers to the number words
recognize and show different names for the same number
determine fewer, less, and same
identify ordinal numbers from first through tenth
classify plane shapes (circle, rectangle, square, triangle)
estimate quantity (using 10 as a benchmark--more than 10, less than 10,
about the same)
recognize and count particular shapes from a picture
Math vocabulary that we will introduce and understand:
greater than, less than, and equals
before, after, between
concept of addition
add, sum, subtract, take-away, minus, difference
understand the strategy of counting on and counting back
number line
corners or vertices (where 2 lines meet)
place value (tens & ones)
understand that when you add zero to any number. . .you will get that number
(0+5=5, etc.)
understand and explain the pattern in numbers
orally count and write numbers from 1 to 100 forwards & backwards
orally count by 2's, 5's, and 10's to 100 forwards
understand the concept of even and odd numbers
understand, use, and explain how to "count on" to add
understand, use, and explain how to use a "number line" to add
understand, use, and explain how to "count back" to subtract
adding +1, +2
subtracting -1, -2
create and interpret tables and/or graphs
bar graphs and pictographs
understand and explain place value
draw, identify, and explain the attributes of 2-D shapes:
circle, square, rectangle, triangle.
We show multiple representations of a number. How many ways can you show
this number: tally marks, money, addition sentences, subtraction
sentences, groups of, number words, etc.
Here are some things to remember in reference to our new standards:
"emerging" ~ this is work that is in progress
"meeting the standard" ~ this is what we think of as doing it and making 100
"exceeding the standard" ~ this is understanding it, doing it, explaining
it, and then being able to help someone else.
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