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Name _____________________________________ Mrs. Kalkman’s Homework Log “Tomas Rivera” Lesson 19 February 20-24, 2017 Day of the Week Monday February 20, 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 “It Was Snow Much Fun!” ___Sight Word Work (See Words, Words, Words, for ideas) ______Online: Teach Your Monster to Read, Think Central, MyOn.com, xtramath.org ___Written Language practice (See dictation sentences) Tuesday February 21, 2017 ___Parent Initials Do at least one of the following: Any time left: ___Read a book of your choosing or have family member read it to you. Choose one: ___Word Study ___Decodable Story “Boat Rides” ___Family Connection Activity ______Online: Teach Your Monster to Read, Think Central, MyOn.com, xtramath.org ___Sight Word Work ___Written Language practice Do at least one of the following: Wednesday February 22, 2017 ___Parent Initials 20 minutes reading ___Word Study Any time left: ___Read a book of your choosing or have family member read it to you. Choose one: ___Decodable Story “It Was Snow Much Fun!” ___Family Connection Activity ___Sight Word Work ______Online: Teach Your Monster to Read, Think Central, MyOn.com, xtramath.org ___Written Language practice Thursday February 23, 2017 ___Parent Initials Do at least one of the following: Any time left: ___Read a book of your choosing or have family member read it to you. Choose one: ___Word Study ___Decodable Story “Boat Rides” ___Family Connection Activity ______Online: Teach Your Monster to Read, Think Central, MyOn.com, xtramath.org ___Sight Word Work ___Written Language practice **Spelling/Sight Word Tests Tomorrow** Friday February 24, 2017 Any time left: ___Read a book of your choosing or have family member read it to you. Field Trip to Lineberry Orthodontics today! Return homework log on Monday. Family Unit Homework: Interview a Grandparent and Yesterday’s Children 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 19 This week’s practice: Phonics: long /o/ spelled oa, ow Phonics: Contractions ‘ve, ‘re High frequency words: done, paper, were, great, soon, work, laugh, talk Grammar: Future Tense 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): show snow row boat grow road blow toad crow coach soap oak bowl goat glow coat toad flow low float bow 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: lower floating blowing window soapy flown coast know throwing groan Ultra Challenge Bonus Words! raincoat fishbowl cockroach yellow throat toast 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 19 It Was Snow Much Fun! by Shira Alami Snow fell on the grass. Snow fell on oak trees. Snow fell and fell. Bill was sleeping when it snowed. When he woke up the snow was there. Bill got up fast. Bill likes snow. He likes snow a lot. Bill ran and woke up Joan. He will show Joan the snow. “Get up, Joan. Get up, get up! It snowed, Joan!” said Bill. Joan got up. “We can get dressed and put on hats and coats. Then we can go play in the snow,” said Joan. Bill fell in the snow on his back. Joan fell in the snow, too. Bill made snow wings. Bill and Joan had snow all over them. Bill made a little white snow cat. Joan put a bow on it. It was cute. “Can we make a snow dog, Joan?” asked Bill when he was done. “Not in this wind. It is blowing the snow. We must go in. Quick! Let’s go!” said Joan. “Yes,” said Bill. “Let’s go!” “Did you have fun?” asked Mom. “It was great when the wind didn’t blow. Then it was snow fun!” said Bill. Joan just laughed. Decodable Story 2 Lesson 19 Boat Rides by Redmond Turner Is it time for a ride? A boat ride can be so much fun. This boat has sails as white as snow. The big white sails make the boat go. Wind blows and fills the sails. Strong winds make the boat go fast! It is fun to sail, but you must stay safe. You need a life vest. This boat has no sails. It is slow. You use a pole to make it float. It can carry loads down this stream. This boat is a raft. It is fun to ride fast on white waves. Hats and life vests help keep this ride safe. This boat has no sail. It is not a raft. To make this boat go you must row. If you stop rowing, the boat will just float and drift off. This man rows with his left hand. Then he rows with his right hand. He will just keep rowing. Soon his boat will pick up speed. This boat is a huge ship. It can take long trips at sea. If you were on this boat, you could eat, sleep and play games on it. Would that be great? 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. This boat can go fast. The man can row his boat. I want a bowl of ice cream. The crow ate some toast. The soap was yellow. 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 “Tomás Rivera” talk great were paper soon done work laugh Sight words for next week’s story, “Little Rabbit’s Tale” door more mother old try use want wash 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: Help your child think of a rhyming word for each word. Together, make up rhymes or riddles using rhyming pairs: door-floor, more-store, mother-brother, old-cold, etc. For example, “It’s on the floor behind the door.” Have your child use the words in sentences. While you study next week’s new words, please continue to study any words from this week that are not yet memorized.