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Name _____________________________________ Mrs. Kalkman’s Homework Log “Where Does Food Come From?” Lesson 18 February 13-17, 2017 Day of the Week Monday February 13, 2017 ___Parent Initials 15 minutes homework Do at least one of the following: Choose one: ___Word Study (See Word Study Menu) ___Family Connection Activity ___Decodable Story “Ray Trains Dex” ___Sight Word Work (See Words, Words, Words, for ideas) ___Online: Teach Your Monster to Read, Think Central, MyOn.com, xtramath.org Any time left: ___Written Language practice (See dictation sentences) Tuesday February 14, 2017 ___Parent Initials 20 minutes reading Do at least one of the following: ___Read a book of your choosing or have a family member read it to you. Choose one: ___Word Study ___Decodable Story “Ray Trains Dex” ___Family Connection Activity ______Online: Teach Your Monster to Read, Think Central, MyOn.com, xtramath.org ___Sight Word Work ___Written Language practice Any time left: Wednesday February 15, 2017 ___Parent Initials Do at least one of the following: ___Read a book of your choosing or have a family member read it to you. Choose one: ___Word Study ___Decodable Story “What Will We Do?” ___Family Connection Activity ______Online: Teach Your Monster to Read, Think Central, MyOn.com, xtramath.org ___Sight Word Work ___Written Language practice Any time left: Thursday February 16, 2017 ___Parent Initials Friday February 17, 2017 Do at least one of the following: ___Read a book of your choosing or have a family member read it to you. Choose one: ___Word Study ___Decodable Story “What Will We Do?” ___Family Connection Activity ___Sight Word Work ______Online: Teach Your Monster to Read, Think Central, MyOn.com, xtramath.org ___Written Language practice Any time left: **Spelling/Sight Word Tests Tomorrow** ___Read a book of your choosing or have a family member read it to you. Family Unit Homework: Timeline of My Life due Monday No homework for the weekend! Keep reading! Please return this homework packet in your child’s red folder on Monday. Word Study Menu When you finish an activity you must have an adult initial on the line next to the activity. Written spelling activities 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.) 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: Type to Learn______ Write the spelling words ten times each on the computer. Don’t just hit “copy” and “paste!” 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. E-mail_______ Type your spelling words in an e-mail and send them to Mrs. Kalkman 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." Spelling City_______ Complete an activity on the website www.spellingcity.com or another online spelling practice program. 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.”) First Grade Reading Lesson 18 This week’s practice: Phonics: long /a/ spelled ai, ay Phonics: Contractions ‘ll, ‘d Phonograms -ay, -ain High frequency words: first, food, ground, right, sometimes, these, under, your Grammar: Names of months, days, holidays This week’s spelling Pattern: On the spelling test your child will be asked to write the sound(s) we are studying, plus 2 dictation sentences that contain words spelled this way and sight words we have been studying. 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 decodable 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 pain, how do you spell paint? That’s right, you just add a ‘t’ to the end because they begin the same!” These types of words will be on the test (not necessarily these words): play rain grain way day mail stay may ray say gray train sail pain paint Challenge Option: Your child will be given the opportunity to write 4 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 words above are easy and automatic for your child. Any of the following words may be on the challenge portion of the test: braided mainly strainer playful staying sprain sailboat playdate Ultra Challenge Bonus Words! chainlink Wednesday rainstorm Monday waiter restraint Words, Words, Words Using index cards or paper cut in 2”x3” pieces, have your child write the sight words from above or use the flashcards sent home and read each word. Have your child add their word cards to their word box. Give your child a clue about each word. Have your child point to the correct word card and read that word aloud. For example, “This word starts with t.” (these) Help your child say some words that rhyme with food. Together, see how many words you can think of. Decodable Story 1 Lesson 18 “Ray Trains Dex” by Angie Tubbman “Sit,” Ray tells Dex. Dex sits. “Good dog!” “Stay,” Ray tells Dex. At first Dex stays. He stays and waits when Ray tells him. But then, Dex will not sit and wait. He runs. Dex runs fast. Ray and Dad run as fast as Dex. “Stop, Dex,” yells Ray. “Sit! Sit!” Dex sits and waits. “I think I hear a dog whine,” Dad tells Ray. “Maybe it needs help.” “Go,” Ray tells Dex. Dex runs. So do Ray and Dad. Dex sees a dog. The dog’s tail is going thump, thump. She is glad to see Dex. Dex sniffs, sniffs, sniffs. “This dog has a cut,” Dad tells Ray. “It is not a bad cut.” Ray sees a rock on the ground. “I think she got cut on this rock. Do you think so, Dad?” asks Ray. Dad nods as he checks the cut. Call Kay if you find this dog. 555-1234 “She is not a stray dog,” Dad tells Ray. “She has a tag. We will get her food. Then we will call and tell Kay to get her dog.” Decodable Story 2 Lesson 18 “What Will We Do?” by Mandy Jackson It’s a hot, hot day. It is too hot to run and play. What can we do? We’d like to swim, but we can’t. Bay Lake isn’t open. What’ll we do if we can’t swim? We can’t play on the deck. It has wet paint. What’ll we do if we can’t play on the deck? We’ll read! It’ll be fun! Let’s sit and read! This tale is the best. A big, bad beast chases three nice pigs. It wails and wails. It trails those pigs home. It keeps on wailing and wailing! Wait! That’s not right! It doesn’t wail! It huffs and puffs! Huff, huff, huff! Puff, puff, puff! No, no, no! You must be mixed up. Beasts don’t huff and puff. Beasts wail! Well, sometimes beasts huff and puff. This beast huffs and puffs. This beast huffs and puffs and chases YOU! Dictation Sentences for practice Read sentence aloud to your child. Repeat as many times as needed. Have your child write the sentence. After writing, guide your child in correcting if needed. Things to look for: -Uppercase letter at the beginning of sentence -End mark (period, question mark, exclamation mark) at the end of sentence -Spaces between words -Sight words and words with the week’s spelling pattern are spelled correctly -Printing legibly (using the lines, letters formed correctly, limited use of uppercase letters) 1. 2. 3. 4. 5. It’s a hot day. What’ll we do today? She can paint gray rain. He’ll train the dog to sit and stay. Is there bait in the pail? 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. 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 “Where Does Food Come From?” your right food ground sometimes first under these Sight words for next week’s story, “Tomás Rivera” done great laugh paper soon talk were work 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: 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 “w.” Ask your child to name the word that is a synonym for giggle (laugh) and the word that is a synonym for finished (done). Together, try to think of synonyms for the rest of the new words. While you study next week’s new words, please continue to study any words from this week that are not yet memorized.