MR. T s LEARNING LAB

Transcription

1 Parent Teacher Partnership MR. T s LEARNING LAB Teacher + Parent + Child = Success Keep this first page as a reference so the concepts and skills may be reviewed throughout the year. The strategies log (the next page in this homework packet) SHOULD REMAIN ATTACHED to your child s homework and returned on the date specified. Your involvement in continuing the educational activities at home is key to the success of your child this year. The Parent-Teacher Partnership Page will ensure that the concepts and skills learned Mr. T s Learning Lab are supplemented in your home. Thank you for your participation! VOLUME 2 Due: October 17 READING 20 minutes each day Tracking: Start a habit of reading with your child for 20 minutes each night. As you read to your child, Track the words by underlining the words with your index finger as you read. If your child reads to you, have them track (following with their finger) as they read. Reach For Reading Online: Using the username and password I send home with your child last Monday, log onto the Reach for Reading Student Website. Click on all activities (phonemic awareness, books, printouts, etc.) for Unit 1 and Unit 2. If your child struggles with Phonemic awareness, this site will help. LETTER INVESTIGATION Each week we will review all letter names and sounds, so home review of all letters is important. So far this year, we have concentrated on M, S, T, P, C, A, H. This week we are working on R and I. r: down, up, and a roof. The sound for r is rrrrr! i: down and a monkey tail, dot The sound for i is iii! (short i sound as in it ) Throughout the day, ask your child to say the chant, while skywriting the letter in the air and say the sounds for these letters. The flashcards you received earlier in the year has the chant for all lower case letters. Our goal is mastery by the end of December. WRITING We are working on visualizing (closing eyes and thinking of the image) prior to sketching. This week I would like parent to remind their child to label their picture once their sketch is finished. These names and labels will help your child when they write their story on the lines. Encourage your child to stretch out the label words and write the sounds they know. Remember that writing can still look many different ways, but I encourage parents to ask their child to show them the letters of the sounds they know. A letter reference sheet is attached. Please keep it at home for your child to reference. Breaking Down Words: Say a 3 letter word to your child and have them respond by first repeating the word, then breaking down the word into its individual sounds, then repeating the word again. Example: Adult: Dog. Child: dog..duh-aw-guh. Dog! For children having difficulty with this skill: Begin by asking your child to just say the first sound of the word. Breaking down a word or stretching it into its individual sounds is important to both reading and writing! MATHEMATICS Counting/Writing: Have your child practice writing and counting their numbers as high as they can. 5-Frame: You child will be bringing home a five frame. The five frame helps children see if a number is lower or higher than five and by how much. Use cereal or candy and the five frame. Write a number between 1 and 9 and show it to you child. Your child should count out that many cereal pieces or treats and load up their 5 frame. Ask your child if the number is greater or less than five and then by how much. For numbers less than 5 they will look at empty boxes inside the 5 frame, for more, how many are outside the five frame. Flashcard Work Continue work with the LETTER FLASHCARDS in the order specified by week. Try to keep up with mastery of the letters we have concentrated on thus far, so your child does not fall behind his/her peers. Jeff Thompson 2016

2 MR. T S LETTER REFERENCE SHEET /Aa/ /Bb/ /Cc/ /Dd/ /Ee/ /Ff/ /Gg/ /Hh/ /Ii/ /Jj/ /Kk/ /Ll/ /Mm/ /Nn/ /Oo/ /Pp/ /Qq/ /Rr/ /Ss/ /Tt/ /Uu/ /Vv/ /Ww/ /Xx/ /Yy/ /Zz/ /./ /!/ /?/ Jeff Thompson 2016

3 Parent Teacher Partnership Name: MR. T s LEARNING LAB Teacher + Parent + Child = Success Please keep this page attached to your child s homework. Write the strategies you used with your child this week in the following areas. AM PM VOLUME 2 Due: October 17 READING LETTER INVESTIGATION WRITING PHONEMIC AWARENESS MATHEMATICS I read 20 minute session with my child this week. List the books you have read with your child this week.

4 Mr. T s Letter Formation and Sound Practice Page Name: Mastering correct letter formation now is important for transitioning into cursive writing in later grades. Please have your child say the chant and sound aloud as they trace each letter. Watch your child to make sure they are following the arrows. Many students are starting their letters from the bottom-up rather than the top-down. Rr Down, up and a roof. The sound for r is rrrr RRRRRRRRRRRRR rrrrrrrrrrrrrrrrrrrrrrr R r Ii Down up and a monkey tail, dot. The sound for I is iii! (Short Vowel sound) IIIIIIIIIIIIIIII iiiiiiiiiiiiiiiiiiiiiiiiiiiiii

5 Name: I i Ss Curved start, around left and a snake tail, the sound for s is sssss! SSSSSSSSSSSSSSSSS ssssssssssssssssssssss S///////////////////// s////////////////////// I/am///////////////// I/am///////////////// I/am///////////////// I/am///////////////// Is your child writing their name in denelian style and from the top-down?

6 Mr. T s Letter Number Formation Practice Page Name: Read the following number words. Parents, cross out the numbers read without error or help. Concentrate on any numbers words your child is struggling with. two nine five ten three seven four six one eight Trace the dotted numbers and write any missing numbers: 1 2 // 4 5 // // // 3 4 // 6 7 // 9 // // 2 // // 5 // 7 8 // 10 Write the number that is one less and one greater // 4 // // 7 // // 3 // Counting skills: My child can count without error to.my child can count by 10 s without error to. My child can count down without error from 10 to.

7 Mr. T s FIRST (INITIAL) SOUNDS PAGE Name: The Phonemic Awareness Skill of demonstrating the initial sound or beginning sound of a word is extremely important to decoding and reading words and has been a major focus thus far in the Learning Lab. This page is for the parent to complete with their child and will help you understand where your child is in their mastery of this skill. Please read the instructions to your child. After the parent reads one word, write down the child s response in the space provided. (Do not correct your child, your child s initial response will indicate their mastery level of the skill.) After you have completed a section, please work with your child with this skill if they are struggling. I d be happy to help you with methods to help you with your child. (Please, do not show them this page! ) Instructions: I say a word. After I say the word, you repeat the word and the sound that the word begins with. PARENT octopus shark crab sand dollar whale lobster shrimp porpoise cod salmon urchin scallop dolphin clam mussel sea star seal eel barnacle jellyfish anemone clownfish butterfly fish lion fish WRITE CHILD RESPONSE BELOW

8 Mr. T s LETTER SKILLS PAGE Name: Letter Identification/Sound Demonstration: This page is for the parent to complete with their child and will help you understand where your child is in their mastery of this skill. Point to the letter and have your child say the letter name, then the letter sound. Cross out the letter box above the letter if your child correctly identifies the letter name. Cross out the sound box above the letter if your child correctly demonstrates the correct letter sound. Do not correct your child while completing this section. If your child struggles with letter identification/sound demonstration, more practice at home with the letter flashcards will help them become more confident in this academic area. Note why we work on all letter names and sounds that the shaded letters below are letters we have concentrated on thus far. Letter Sound Letter Sound Letter Sound Letter Sound Letter Sound s a t i p Letter Sound Letter Sound Letter Sound Letter Sound Letter Sound n c k e h Letter Sound Letter Sound Letter Sound Letter Sound Letter Sound r m d g o Letter Sound Letter Sound Letter Sound Letter Sound Letter Sound u l f b j Letter Sound Letter Sound Letter Sound Letter Sound Letter Sound z w v y x Letter Sound q Count the number correct in each category: Letter Names: out of 26 correct Letter Sounds: out of 26 correct Mr. T s Number Identification Ask your child to identify each of the numbers as you point to it. Cross out any numbers they can correctly identify. Work on any numbers they are struggling to identify. (Please note that it is common for students to struggle with the teens. ) Use the number cards I gave you to aid in working with your child with number identification Count the correct number of numbers correctly named: out of 21.

9 Mr. T s BREAK IT DOWN and SAY IT FAST PAGE Name: The Skills of Break It Down and Say It Fast skills are extremely important to decoding and reading words and are a major focus of the Read Well program. Your child has practiced Breaking Down which is breaking down a word into its individual sounds. (There is a separation between the sounds.) Say it fast is combining the individual sounds in each word together in one breathe and is just saying the word as you would normally. This page is for the parent to complete with their child. Please read the instructions to your child. After the parent reads one passage of their section, write down the child s response in the spaces provided. (Do not correct your child, your child s initial response will indicate their mastery level of the skill.) After you have completed a section, please work with your child with these skills if they are struggling. (Do not show them this page! ) Instructions: I will Break Down a word. After I break it down, you break it down and then say it fast! PARENT WRITE CHILD RESPONSE BELOW (parent breaks down the word) Break It Down Say It Fast m-a-t (the sounds for mat) d-o-g (the sounds for dog) m-o-m (the sounds for mom) n-o-t (the sounds for not) t-i-p (the sounds for tip) T-e-d (the sounds for Ted) p-a-n (the sounds for pan) k-i-d (the sounds for kid) d-a-d (the sounds for dad) c-a-t (the sounds for cat) Instructions: I say a word. After I say it, you break it down! PARENT WRITE CHILD RESPONSE BELOW cop net sun pad pill pet cap not pin pack Practice breaking it down and saying it fast by saying objects in your house or outside as you walk or drive through your neighborhood.

10 You are the author and Illustrator. Write a story about your favorite toy and why. Remember to visualize and label your picture Name:

11 (Parents, we want the students to start to label objects their picture and use those labels to write. Remember that students are at varying levels of writing at this stage. Some children are writing words and sentences while others may be approximating words using the letters that they know. Do not correct their work, just encourage them at the level they are currently working by encouraging writing labels and writing letters instead of scribbles! ) When they say they are finished, say When you think you re done. (they should respond back we have just begun! ) Ask them to write a few more details in their pictures and words. If you would like, you can come back to this page a day later and ask them to add details as well. Use Mr. T s Letter Reference Sheet for writing the sounds your child knows in their words.

12 MR. T S DECODABLE WORDS # 2 Kinderparents, Please cut these flashcards out and work with your child to break-it-down (say each sound) then say-it-fast (read) these decodable words. These letter names and sounds have been worked on in class. We also review these words daily during reading. If your child does not know the letter sounds, please use the flashcards and work on letter sounds until mastery is reached. Please do not hesitate to contact me if you have any questions. Mr. T. hat man can pin tip rip tan nap pan tin sip rat

13 Mr. T s RED WORD FLASHCARDS PAGE In addition to decoding and reading words, your child will learn red words or sight words. These words do not follow decoding rules (or follow advanced decoding rules they have not learned yet) and must just be memorized. I call them red words because we must stop and think to read them. Please keep this cut these flashcards out and help your child practice them. It is helpful to remind them that these are red words and cannot be broken down. We will be practicing these words using the say, spell, say technique. Example: Child says: The! Child spells the word: T-H-E (clapping as they say each letter) Child says: The! a are is I for me no my see the