/1:: FarerL s Si 9 naicLre: Homework Schedule jz. Stars I, LaJG’n, Je,n&,n 46 M€ 2. 77ie ai ucL Vocabulary Words: canyon, gazing, skillful, arranged, swiftly, pride (n.), feast (n.) Read Out loud Selection: The Little Red Hen Skill Focus: compare/contrast High Frequency Words: ask, here, men, read, went, because, land, need, turn, page 65 Monday: LI Spelling: page 64 LI Math: x4 LI Reading: Read Out Loud activity w/parent LI Read for 20 minutes Tuesday: LI Spelling: LI Math: x4 LI Reading: One minute fluency practice and practice HFWs LI Read for 20 minutes Wednesday: LI Spelling: page 66 LI Math: Terms for Three- Dimensional Shapes w/ parents pg. 50-5 1 LI Reading: One minute fluency reading test and word search LI Read for 20 minutes Thursday: LI Spelling: Practice test, including dictation and parent signature. LI Math: practice facts LI Reading: One minute fluency reading test and practice HEWs LI Read for 20 minutes LI Turn in homework tomorrow why
Transcript
/1:: FarerL s Si9naicLre:
Homework Schedule
jz.Stars
I,
LaJG’n, Je,n&,n46
M€
2. 77ie ai ucL
Vocabulary Words:canyon, gazing, skillful,arranged, swiftly, pride (n.),feast (n.)Read Out loud Selection:The Little Red HenSkill Focus:compare/contrastHigh Frequency Words:ask, here, men, read, went,because, land, need, turn,
page 65
Monday:LI Spelling: page 64LI Math: x4LI Reading: Read Out
Loud activity w/parentLI Read for 20 minutes
Tuesday:LI Spelling:LI Math: x4LI Reading: One minute
fluency practice andpractice HFWs
LI Read for 20 minutesWednesday:
LI Spelling: page 66LI Math: Terms for Three-
Dimensional Shapes w/parents pg. 50-5 1
LI Reading: One minutefluency reading testand word search
LI Read for 20 minutesThursday:
LI Spelling: Practice test,including dictation andparent signature.
LI Math: practice factsLI Reading: One minute
fluency reading testand practice HEWs
LI Read for 20 minutesLI Turn in homework
tomorrowwhy
School—Home Connection
ZEZE ______
-
______-
Your child is reading “Coyote Places the Stars’ byHarriet Peck Taylor. This story is adapted from several NativeAmerican folktales that tell a story about why we see constellations in the sky. You and your child may enjoy sharing the storyand these activities. As you do so, you will be helping your childdevelop language skills.
Traditional TalesHelp your child read and discuss other traditional tales. Look forbooks like these in your local library:
• Why the Sky Is Far Away by Mary-Joan Gerson. Little,Brown, 1995.
• Anansi and the Talking Melon by Eric A. Kimmel. HolidayHouse, 1995.
• Coyote Steals the Blanket by Janet Stevens. HolidayHouse, 1993.
VOCABULARY
What Word Is It?The following words are new vocabulary your child haslearned while reading “Coyote Places the Stars”:
canyon
gazingskillfularranged
You might enjoy playing a guessing game with your child toreinforce the meanings of these words. (Example: “I’m thinking of a word for a valley with steep walls.”)
TIME TO READ Encourage your child to read for at leastj 30 minutes outside of class each day
Listen to aStorytellerToday, as in past years, storytellers keep traditionsalive by telling old storiesto new generations. Yourfamily can be a part of thisprocess. With your child,attend a storyteller’s performance in your community. Afterward, work withyour child to retell the storyteller’s best story to others in your family.Encourage your child towrite down that story or astory of his or her own.
swiftlypridefeast
Visit The Learning Site’www harcourtschooi corn
Name
Find the Words—Level BDirections: There are 10 Instant Words hidden here. Can you find and circle them?
Here are the words to look for:
asic, here, men, read, wenf, because, land, need, furn, why
Tdp: Be surethat each letteryou write is thecorrect size.Tall letterstouch both thetop and bottomlines.
11. Add
________________
to the cake batter.
Write the following Spelling Words: hear, here,
beat, and herd. Use your best handwriting.
12.
13.
14.
15.
0C)
z0
C,I
SPELLING PRACTICE BOOK LESSON 17
complete each sentence.
1.
___________
day, Flo —____ the race.(won, one)
2. The
_____
has soft
________
(hare, hair)
3. I_ themooingofaof cows. (herd, heard)
4. A
___________
to measure sugar is to
__________
it. (weigh, way)
5. You can
__________
better over
6. 1 put a (flower, flour) ina vase.
7. I need (flower, flour),sugar, and eggs to makecookies.
8. Lena (beet, beat) meto the finish line.
9. We (herd, heard) thegood news on the radio.
10. Please show me the right(weigh, way) to do this.
1. hear2. one
• 3.won4.way
•) 5. heard:) 6. flower, 7,our
8. flour9. weigh
10. here• 11. beat• 12. herd
. 13. beet14. hair15. hare
a)
Homophones
When you writea word that hasa bomophone,think about thespellings andmeanings ofboth words.Choose thespelling of theword that makessense in thesentence.
Name
Use the homophones in parentheses to ..)
Circle the Spelling Word that makes sense ineach sentence. Then write the word.
. E LiWGSTRATEGY
0C,
4.:
LESSON 17 SPELLING PRACTICE BOOK
a
uTh
4.
5.
6.
7.8.9.
10.11. €a12.13.
14.
15.
1.2.3.
Crossword Puzzle Write Spelling Words tocomplete this puzzle. Use the clues to help you.
Name _.
Rhyme Time On each line, write a SpellingWord that rhymes with the underlined word.
) 1. At what hour will train arrive?
2. .1 walked down from somewhere
near.
3. The princess tossed a pretty pink
___________
from the top of the tower.
4. She runs well in the heat and is hard to
a3
a3
.3
.3
.3
.3
aa
ACROSS DOWN
5. you use a scale to 9. the team
do this the game
6. a number less than two 10. used your ears
7. rhymes with day 1 1. a purple
8. a large group of animals vegetable
5.9, 10.
EEl’_
11.
8.
C
I
SPELLING PRACTICE BOOK LESSON 17
SkiN: Terms for Three-Dimensional Shapes •
Dear Families,
Your child needs to know the names of solid, three-dimensional figures and be familiarwith their correct terminology. This lesson is designed to review these terms.
In the square pyramid below, there is a square bottom with four triangles attachedat each side of the square. The triangles meet at a point at the top. Each of theseflat areas (triangles and the square) is called a face. Each of the places where twofaces touch is called an edge. The square pyramid has four edges around the bottomand four edges where the triangles meet for a total of eight. Where the edges cometogether to form a corner or point is called a vertex. If you have more than onevertex, they are called vertices. The square pyramid has five vertices.
Label the parts of these square pyramids. The one on the leftappears as a flat figure and the one on the right appears as athree-dimensional figure.
We didthis inctass.
• ‘• 50 • •‘ Week-by-Week Homeworkfor Building Math Skills • Scholastic Teaching Resources
Skill: Terms for Three-Dimensional Shapes ‘•
Let’s work Directions: Follow the step-by-step directions to use the pattern on this
on tIns page to create a cube.Then answer the questions. Remember to return
toqether the cube to school
• Using a colored pencil or pen,
trace over the solid lines of thecube pattern.
• Lightly shade each face.
• Color in a dot at the end of
each line.
• Cut out the pattern along the
solid lines.
• Fold in at each dotted line.
Where each edge meets, affix apiece of tape to hold the cubetogether.
I. How many edges are on
your cube?
_________
2. How many vertices are on
your cube?
3. How many faces are on
your cube?
We completed this assignment together.
(Parent’s signature) (Child’s signature)
Week-by-Week Homework for Building Math Skills • Scholastic Teaching Resources . i. 5 I • •t
2 7 8 4 3 0 1
x4 x4 x4 x4 x4 x4 x4 x4 x4 x4
9 6 5x4 x4 X4 x4 x4 x4 x4 x4 x4 x4
•1x4
7 4
3 8 0 9 4 6 7 2 5x4 x4 x4 x4 x4 x4 x4 x4 x4
6 8 1 5 3 0 9 2x4 x4 x4 x4 x4 x4 x4 x4 x4 x4
3 1 7 6 0 9 2 4 8 5x4 x4 x4 x4 x4 x4 x4 x4 x4 x4
5 0 2 9 4 7 1 3 6 8x4 x4 x4 x4 x4 x4 x4 x4 x4 x4
6 9 3 7 0 8 2 5 1 4x4 x4 x4 x4 x4 x4 x4 x4 x4 x4
8 2 5 9 1 4 0 7x4 x4 x4 x4 x4 x4 x4 x4 x4 x4
0 5 9 7 4 2 8 6 1 3x4 x4 x4 x4 x4 x4 x4 x4 x4 x4
4 1 6 2 5 3 8 9 7 0x4 x4 x4 x4 x4 x4 x4 x4 x4 x4
2 8 4 6 3 1 0 5 7 9
3 6
0
1x4=
2x4=
8x4=
9x4=
4x4=
1x4=
2x4=
0x4=
5x4=
7x4=
9x4=
3x4=
7x4=
5x4=
8x4=
6x4=
4x4=
8x4=
5x4=
4x4=
0x4=
8x4=
4x4=
5x4=
6x4—
3x4=
8x4=
5x4=
3x4=
4x4=
2x4=
1x4=
3x4=
0x4=
2x4=
9x4=
0x4=
2x4=
8x4=
1x4=
5x4=
4x4=
3x4=
6x4=
7x4=
8x4=
6x4=
9x4=
0x4=
6x4=
4x4=
7x4=
1x4=
2x4=
5x4=
3x4=
7x4=
5x4=
9x4=
6x4=
7x4=
6x4=
0x4=
2x4=
5x4=
0x4=
1x4=
7x4=
9x4=
8x4=
8x4=
6x4=
8x4=
9x4=
3x4=
7x4=
3x4=
9x4=
7x4=
2x4=
9x4=
3x4=
1x4=
7x4=
2x4=
9x4=
3x4=
4x4=
2x4=
1x4=
5x4=
0x4=
6x4=
4x4=
1x4=
0x4=
6x4=
1x4=
0x4=
3x4=
0
The Little Red Hen sour cij/d read5t-or9 aloud
Once upon a time there was a little red hen LOwho loved bread, so she wanted to plant wheat. 9
“Who will help me plant the wheat?” askedthe little red hen. 3 I : 7 : )“Not I,” said the dog. 3’ —
“Not I,” said the cat.
_________________
“Not I,” said the pig,
• r“Then I will do it myself,” said the little red hen. ciAnd she did.
--
____
Soon the wheat was ready to cut. “Who will c9help me cut the wheat?” asked the little red hen.
____
“Not I,” said the dog.“Not I,” said the cat.
,.• —“Not I,” said the pig. .•‘‘Then I will do it myself,” said the little red hen. o
And she did.The wheat had to go to the mill to be ground udi .
into flour. “Who will help me take the wheat to lld- -
the mill?” asked the little red hen.,• .•‘-i“Not I,” said the dog.
Not I, said the cat.“Not I,” said the pig.“Then I will do it myself,” said the little red hen. And she did. iE“Who will help me bake my bread?” asked the little red hen. i-c
“Not I,” said the dog.Z( 2..“Not I,” said the cot.
“Not I,” said the pig.2.. --“Then I will do it myself,” said the little red hen. And the little red hen madebread.
When the bread was done, the little red hen asked, “Who will help me eat as—f,the bread?”“I will,” said the dog.
I will, - said the cat.a“I will,” said the pig.
“No, you will not,” said the little red hen. “You did not help me plant or cut zior bake the bread. You will not help me eat ii. I will eat it myself.” And she did.
Retold by Mary Rose
Wek-bi- Week Homework for Building Reading Comprehension and Fluenc’r Grades 2-3SCHOLASTIC TEACHING RESOURCIS
• kedI I 4er’c are
U T,i (-1115 (-(He behie (-he /jftle
(-a wiake a COMpar1°’
the do5, (-he ca( ,id (-he
frieY1 5,
red hell wid her(1 ure ou(- hoJ
pig. 5wderl(-5 d11o(.J:’the /j(tle
fror her fried5. (-0 LJOrk• (or frJha(
S L.iarl(
(-he ti’res°
the (re5hked
-
0rhesupposed this 1e550ll_
4i
Together write simple answers to the following questions.
1. Explain one way the liffle red hen is different from her friends.
2. Explain one way the liffle red hen is like her friends.
3. What lesson did you learn from the liffle red hen?
Skill.
Recognizing compare and contrast
We completed thisassignment together.
(ChIids Signature)
(Parents Signature)
Week-fry-Week Homework for Building Reading Comprehension and Fluency: Grades 2-3
![Unit 9 When was he born? Li Yundi pianist Read the article. 3a [pi'ænist]](https://static.documents.pub/doc/80x56/5697bff31a28abf838cbc50a/unit-9-when-was-he-born-li-yundi-pianist-read-the-article-3a-piaenist.jpg)
