Language Arts – May 25th to 29th

Language Arts (30 minutes)

Read every day (10 to 15 minutes) and do the daily activity (10 to 15 minutes).

Monday – I can know and say beginning, middle and end sounds of words.

Now that we have gone over beginning sound, let’s start with ending blends. Watch this video on the “ump” word family story. Pause when it gets to the comprehension questions and try them: https://www.youtube.com/watch?v=pVAWZfckYLc

Pick 4 -ump word family words and write a sentence for each:

Tuesday – I can recall/retell the events in the story and find the main idea of a text.

Watch this reading of “I Don’t Wash My Hands”: https://www.youtube.com/watch?v=DQRYfaFlY8A

After watching, tell someone what happened in the story and explain to them why you think it is important to wash your hands.

Wednesday – I can write in many different ways. Ex- Lists (grocery lists, to do’s, top 10 favorites...)

Make a list of all the fun things you want to do this summer with your family. Draw a picture of your favourite thing you want to do.

Thursday – I can know and say beginning, middle and end sounds of words.

Try this “Workout with the Word Families”. Follow along and make the movements as you say the beginning sound, ending sound, and whole word: https://www.youtube.com/watch?v=D3FZGwRlbEY

Take these ump words and put them in alphabetical order:

Friday – I can start to add some details to my writing. (“I like cats” could be “I adore the fluffy yellow cat that lives by my house”)

Recall from last week that an adjective helps us describe words. We can describe words in a lot of different ways:

Read the sentence. Find the adjective (or the describing word) that would make sense from the word bank and rewrite the sentence:

Homework Guidelines

Reading – 10 to 15 minutes on Raz Kids (www.kidsa-z.com or download the app – search Raz Kids or Kids A-Z. The teacher username is Tasha3235. Click on your child’s name and click their passwords [Everyone’s password is a duck])

Make sure your child is decoding words on their own using our strategies:

Here are some “I can statements” to look for in your child’s reading

· Use looks right, sounds right and makes sense

· Use different reading strategies (rereading, self-correcting) to check reading comprehension

· Know and say the beginning, middle and end sounds of words

· Make words by putting sounds together

· Break words apart

· Distinguish short and long vowel sounds

· Use letter/sound relationships to decode and read familiar words

After reading, ask them to retell the events in the story. If applicable, have them make a text-to-self connection. (Have you ever done something like this?)

Writing - 15 minutes

Write a recount of a story your child has read or an event that has happened. Use the graphic organizer to fill in writing.

Writing I can statements/Outcome covered:

· Edit using writer’s checklist.

· Spell word wall words correctly. (personal word wall in homework folder)

· Attempt to spell longer, more complex words using letter sound relationships. (stretching out, two vowels go walking, magic e, etc.)

· Use capital letters at the beginning of sentences and I.

· Write complete sentences using periods (or exclamation and question marks).

Here is what the students use at school to get ideas on what to write about:

Graphic Organizer

Introduction: ___________________

Introduce the topic and tell the writing what you’re writing about. Add detail to grab attention by asking the 5 w’s (who, what, when, where, why)

Example: Yesterday I went for a long walk with my mom to get fresh air.

First Then

(There should be at least

6 words in each sentence)

Next Last

Feeling 😊/☹ (Wrap up sentence): ____________

Finish off the writing with either a feeling (example: It felt nice and it was very fun to get outside with my mom) or wrap up the writing with a related sentence (example: I love going for walks. Do you like going for walks?)

Here is the Writer’s Checklist: