Download First Grade Reading

Name _____________________________________
Mrs. Kalkman’s Homework Log
“Let’s Go to the Moon” Lesson 16
January 30 – February 3
Check off completed assignments
Day of the Week
Monday
January 30, 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 “Go, Jones!”
___Sight Word Work (See Words,
Words, Words, for ideas)
___Written Language practice (See
dictation sentences)
Do at least one of the following:
Tuesday
January 31, 2017
___Parent Initials
Choose one:
___Family Connection Activity
___Online: Teach Your Monster to
Read, Think Central, MyOn.com,
xtramath.org
___Sight Word Work
Do at least one of the following:
___Read a book of your choosing or
have family member read it to you.
Choose one:
___Word Study
___Decodable Story “So Much Fun”
___Family Connection Activity
___Online: Teach Your Monster to
Read, Think Central, MyOn.com,
xtramath.org
___Sight Word Work
Do at least one of the following:
___Read a book of your choosing or
have family member read it to you.
Choose one:
___Word Study
___Decodable Story “So Much Fun”
___Family Connection Activity
___Online: Teach Your Monster to
Read, Think Central, MyOn.com,
xtramath.org
___Sight Word Work
___Written Language practice
Thursday
February 3, 2017
___Read a book of your choosing or
have family member read it to you.
___Decodable Story “Go, Jones!”
___Written Language practice
Thursday
February 2, 2017
___Parent Initials
___Online: Teach Your Monster to
Read, Think Central, MyOn.com,
xtramath.org
___Word Study
___Written Language practice
Wednesday
February 1, 2017
___Parent Initials
20 minutes reading
**Spelling/Sight Word Tests
Tomorrow**
No Homework over the weekend.
Keep Reading!
___Read a book of your choosing or
have family member read it to you.
Family Unit Homework:
Family Map due 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 16
This week’s practice:
 Phonics: long /o/ spelled o_e (CV, CVCe)
 Phonics: Long o, Long u
 High frequency words: around, because, before, bring, carry, light, show, think
 Grammar: Suffixes –y and -ful
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
Help your child become a problem solver when it comes to spelling by asking questions such as, “If you can spell
hand, how do you spell sand? That’s right, you just change the first letter because they rhyme!”
These types of words will be on the test (not necessarily these words):
so
go
home
rope
hole
no
poke
bone
joke
hose
rode
woke
pole
vote
hope
mope
robe
cone
note
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:
phone
drove
froze
broke
spoke
stone
Ultra Challenge Bonus Words!
xylophone
trombone
stove
before
Words, Words, Words
 Using index cards or paper cut in 2”x3” pieces, have your child write the words in bold
above or use the flashcards on the webpage and read each word. Have your child add
their word cards to their word box.
 Help your child arrange the cards so that the words are in alphabetical order. Then say
the alphabet together, and point to each card in turn as you name its first letter.
 Ask your child to make up sentences using the words on the cards.
Decodable Story
Lesson 16
Go, Jones!
by Trey Barney
Jones woke up. It was time to go, go, go! Jones will
get Mike.
Mike had a bone. “This bone is just for Jones,” said
Mike. “It is just for him.”
Jones ran to get his bone. Jones ran around and
around. Then Jones went to dig in the sand.
Jones dug a big hole. What will go in this big hole?
The bone that Mike gave Jones will go in it.
But look! A big, big bone is in the hole! It is such a
big bone. Can Jones dig it up? Can Jones carry it?
Jones went home to get Mike because the bone was
so, so big. Mike can help Jones dig it up.
Jones ran and got Mike. Mike dug and dug. So did
Jones. Jones rode home with the big, big bone.
What can that big, big bone be?
Decodable Story 2
Lesson 16
So Much Fun
by Rosarita Mencia
Before the sun rose, Jack got on his bike. Jack rode
and rode.
Jack rode his bike to Dan’s home. Jack had a note for Dan.
Jack put tape on his note and stuck it up.
Dan woke up. Dan put on his robe. Dan got Jack’s note.
Then Dan went back in with his note.
Meg woke up. Meg put on her robe. Meg got Jack’s note.
Then Meg went back in with her note.
Mo woke up. Mo put on his robe. Mo got Jack’s note. Then
Mo went back in with his note.
Mo,
Go to Big Pond.
Get to the pond
before 9:00.
Bring snacks.
Jack
Dan, Meg, and Mo sat. Jack got up. Jack spoke. “I will tell
a joke,” said Jack. “Let’s hope it is funny,” said Mo.
Jack had so much fun telling jokes! So did Dan. So did
Meg. So did Mo.
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.
Mr. Jones drove the car.
The pond froze last winter.
Tim licked his ice cream come.
I broke the toy.
I hope I can go to your party.
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 “Let’s Go to the Moon!”
carry
because
around
light
before
think
show
bring
Sight words for next week’s
story, “The Big Trip”
about
by
car
could
don’t
maybe
sure
there
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.
 Give a clue for each word. Have your child point to the card with that word and read it. For example, “This word
is something to ride in.” (car) “This word means yes.” (sure)
 Ask your child to make up sentences using 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.