June
Morning Meeting and Word Work
Phonics Rules Review
1. If a word or syllable has only one vowel and it comes at the beginning or a word, the vowel is usually short.
These are called VC words. For example: an, ant, end, in, up, on, ox
2. If a word or syllable has only one vowel and it comes between two consonants, the vowel is usually short.
These are called CVC words.
For example:
short a in fast, bat, cap, rack, hand
short i in sit, mitt, milk, lips, sink
short e in jet, men, web, tent, belt
short o in pop, box, lock, hot, rock
short u in run, lunch, bus, duck, tub
3. When a syllable ends in a silent “e”, the silent “e” is a signal that the vowel in front of it is long. This is often
called the magic e or the bossy e.
For example: make, kite, rope, use.
4. Vowel Pairs: If a syllable or one syllable word has two vowels, the first vowel usually stands for the long sound,
and the second vowel is silent. These are often called vowel teams. The saying is used: When two vowels go walking the first one does the talking.
For long a the letters a__e, ai, and ay all stand for the long a sound. word examples: away, face, play, wait, game, rain.
For long i the letters i__e and ie can stand for the long i sound. word examples: bike, bite, pie, lie, tie, nine, line
For long u the letters u__e, ui, and ue can all stand for the long u sound. word examples: blue, glue, tube, flute, suit,
For long o the letters o__e, ow, oe, and oa can all stand for the long o sound. word examples: bone, nose, own, bowl, toe,
coat, foal,
For long e the letters ea and ee can stand for the long e sound. word examples: jeans, seat, beak, east, jeep,
beet, seed, team
5. Consonant Digraphs: When two or more consonants are joined together and form a new sound, they are called
a consonant digraph.
Initial digraphs: ch, sh, th, thr, ph, wh, ck, kn, wr
Final digraphs: ch, ng, sh, th, tch
6. Syllables: Many words are made of small parts called syllables. Each syllable has one vowel sound.
*Closed syllable- can only have one vowel and it is followed by one or more consonants. The vowel sound is
always short. For example: last, napkin
*exceptions of this rule are ind, ild, old, olt and ost words.
*Open syllable-can only have one vowel sound which is the last letter in the syllable. The vowel sound is long.
For example: hi, sky, skyline, me, etc.
7. Compound Word: is made up of two or more words joined together to make a new word. For ex: granddad.
8. R-controlled Vowels: A vowel followed by an “r” stands for a special sound that is neither long nor short.
R-controlled vowels are: ar, er, ir, or, ur
9. Vowel Digraphs: A vowel digraph is two vowels or a vowel followed by a “w” that produce one vowel sound.
The vowel sound can be long or short, or have a special sound of its own.
Vowel digraphs are: ai, au, aw, ay, ea, ee, ei, ew, ie, oa, oo, ou, ow
10. Initial consonant Blends: A consonant blend is two or more consonants that come together in a word. Their
sounds blend together, but each sound is heard. Initial consonant blends are:
S blends: sc, sm, st, sk, sn, sw, sl, sp
L blends: bl, gl, cl, pl,fl
R blends: br, fr, tr, cr, gr, dr, pr
11. Final Consonant Blends: Come at the ends of words.
Final consonant blends are:
S blends: sk, sp, st
L blends: ld, lf, lk, lp, lt
N blends: nd, nk, nt
other blends: ft, mp, pt, rt
1. If a word or syllable has only one vowel and it comes at the beginning or a word, the vowel is usually short.
These are called VC words. For example: an, ant, end, in, up, on, ox
2. If a word or syllable has only one vowel and it comes between two consonants, the vowel is usually short.
These are called CVC words.
For example:
short a in fast, bat, cap, rack, hand
short i in sit, mitt, milk, lips, sink
short e in jet, men, web, tent, belt
short o in pop, box, lock, hot, rock
short u in run, lunch, bus, duck, tub
3. When a syllable ends in a silent “e”, the silent “e” is a signal that the vowel in front of it is long. This is often
called the magic e or the bossy e.
For example: make, kite, rope, use.
4. Vowel Pairs: If a syllable or one syllable word has two vowels, the first vowel usually stands for the long sound,
and the second vowel is silent. These are often called vowel teams. The saying is used: When two vowels go walking the first one does the talking.
For long a the letters a__e, ai, and ay all stand for the long a sound. word examples: away, face, play, wait, game, rain.
For long i the letters i__e and ie can stand for the long i sound. word examples: bike, bite, pie, lie, tie, nine, line
For long u the letters u__e, ui, and ue can all stand for the long u sound. word examples: blue, glue, tube, flute, suit,
For long o the letters o__e, ow, oe, and oa can all stand for the long o sound. word examples: bone, nose, own, bowl, toe,
coat, foal,
For long e the letters ea and ee can stand for the long e sound. word examples: jeans, seat, beak, east, jeep,
beet, seed, team
5. Consonant Digraphs: When two or more consonants are joined together and form a new sound, they are called
a consonant digraph.
Initial digraphs: ch, sh, th, thr, ph, wh, ck, kn, wr
Final digraphs: ch, ng, sh, th, tch
6. Syllables: Many words are made of small parts called syllables. Each syllable has one vowel sound.
*Closed syllable- can only have one vowel and it is followed by one or more consonants. The vowel sound is
always short. For example: last, napkin
*exceptions of this rule are ind, ild, old, olt and ost words.
*Open syllable-can only have one vowel sound which is the last letter in the syllable. The vowel sound is long.
For example: hi, sky, skyline, me, etc.
7. Compound Word: is made up of two or more words joined together to make a new word. For ex: granddad.
8. R-controlled Vowels: A vowel followed by an “r” stands for a special sound that is neither long nor short.
R-controlled vowels are: ar, er, ir, or, ur
9. Vowel Digraphs: A vowel digraph is two vowels or a vowel followed by a “w” that produce one vowel sound.
The vowel sound can be long or short, or have a special sound of its own.
Vowel digraphs are: ai, au, aw, ay, ea, ee, ei, ew, ie, oa, oo, ou, ow
10. Initial consonant Blends: A consonant blend is two or more consonants that come together in a word. Their
sounds blend together, but each sound is heard. Initial consonant blends are:
S blends: sc, sm, st, sk, sn, sw, sl, sp
L blends: bl, gl, cl, pl,fl
R blends: br, fr, tr, cr, gr, dr, pr
11. Final Consonant Blends: Come at the ends of words.
Final consonant blends are:
S blends: sk, sp, st
L blends: ld, lf, lk, lp, lt
N blends: nd, nk, nt
other blends: ft, mp, pt, rt
Readers and Writers Workshop
I am very happy to say that all the children in Class 313 are reading above grade level. The class average is an M with some reading competently at an N. It is very important over the summer for your child to practice his/her reading skills to avoid attrition (summer slide). Your Raz-Kid account will automatically move up reading levels as your child passes his/her assessment. Below is an excerpt from an article from the Scholastic website.
What Is Leveled Reading?
By Gay Su Pinnell
What Are Some Criteria for Leveling Books?
No single aspect or characteristic of text can be used to evaluate reading material. In placing a text along a gradient of difficulty, many factors are considered.
http://www.scholastic.com/bookwizard/
What Is Leveled Reading?
By Gay Su Pinnell
What Are Some Criteria for Leveling Books?
No single aspect or characteristic of text can be used to evaluate reading material. In placing a text along a gradient of difficulty, many factors are considered.
- Length — Consider the number of pages, the number of words, and the number of lines on the page. Books for beginners will have just one or two lines on a page.
- Layout — Beginners need texts with a large font and clear spaces between words and lines. Sentences begin on the left and print is clearly separated from pictures. In more complex books, sentences begin in the middle of lines or are carried over onto the next page. Fonts become smaller.
- Structure and Organization — Early books have simple plots and some repetition. Some books use repeating episodes or complex plots organized chronologically. As books become more challenging, more interpretation will be needed.
- Illustrations — Easier books provide pictures to support the reader in gaining meaning and solving words. Picture support gradually decreases as you move up the gradient of difficulty.
- Words — Beginning books use high-frequency words, text with regular spelling words, and content words reinforced by pictures. More challenging texts use multi-syllabic words and a wider range vocabulary to express meaning.
- Phrases and Sentences — The gradient begins with very simple sentences and goes on to include longer, more complex sentences with embedded clauses.
- Literary Features — Consider the complexity of the ideas. What must readers understand about the characters, setting, and plot to read this book with understanding? Literary features such as flashbacks or metaphors may introduce a challenge.
- Content and Theme — Books for young children will focus on topics and themes that are familiar to them. Complexity gradually increases to ideas and topics that children would not experience in everyday lives. Some sophisticated themes require maturity for understanding and may mean that a book is more challenging, even if other factors make it seem easy.
http://www.scholastic.com/bookwizard/
Writers Workshop - Narrative Account
In Writers Workshop we are finishing our Report of Information, our project-based writing that coincides with our social studies unit about community workers. In June we will finish the year with Narrative Account.
NYS Standards - Student will be able to write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Glossary for Narratives
Coherence – The arrangement of ideas in such a way that the reader can easily move from one point to another. When all ideas are arranged and connected, a piece of writing has coherence.
Context - The set of facts or circumstances surrounding an event or a situation in a piece of literature.
Elaboration – The words used to describe, persuade, explain, or in some way support the main idea; to be effective, details should be vivid, colorful, and appealing to the senses. Details can be descriptive, sensory, and/or reflective.
Focus – The concentration on a specific topic to give it emphasis or clarity.
Pacing – The rate of movement and action of the story. The story may take a long time to build to the climax or end abruptly.
Tone – The overall feeling or effect created by a writer’s attitude and use of words. This feeling may be serious, mock-serious, humorous, sarcastic, solemn, objective, etc.
Topic – The specific subject covered in a piece of writing.
Voice – The style and quality of the writing. Voice portrays the author’s personality or the personality of a chosen persona. A distinctive voice establishes personal expression and enhances the writing.
NYS Standards - Student will be able to write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Glossary for Narratives
Coherence – The arrangement of ideas in such a way that the reader can easily move from one point to another. When all ideas are arranged and connected, a piece of writing has coherence.
Context - The set of facts or circumstances surrounding an event or a situation in a piece of literature.
Elaboration – The words used to describe, persuade, explain, or in some way support the main idea; to be effective, details should be vivid, colorful, and appealing to the senses. Details can be descriptive, sensory, and/or reflective.
Focus – The concentration on a specific topic to give it emphasis or clarity.
Pacing – The rate of movement and action of the story. The story may take a long time to build to the climax or end abruptly.
Tone – The overall feeling or effect created by a writer’s attitude and use of words. This feeling may be serious, mock-serious, humorous, sarcastic, solemn, objective, etc.
Topic – The specific subject covered in a piece of writing.
Voice – The style and quality of the writing. Voice portrays the author’s personality or the personality of a chosen persona. A distinctive voice establishes personal expression and enhances the writing.
NYS Writing Standards
W 1.3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
W1. 5. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add
details to strengthen writing as needed.
W1. 6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in
collaboration with peers.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
W 1.3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
W1. 5. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add
details to strengthen writing as needed.
W1. 6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in
collaboration with peers.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Math
In math we are counting to 120, becoming competent with regrouping, reviewing calendar and time, and beginning to learn about multiplication, division and money. Please take every opportunity to identify real-world math experiences with your child. Making change, identifying time schedules. We are preparing for the year-end test. Please review the chapters on the math review page.
In May Class 313 will finish Chapter 17 and start work with Multiplication and Division in Chapter 18. Students in Chapter 18 will be introduced to multiplication and division by grouping objects. In Chapter 19 we will continue our class work counting money and reviewing coin values.
In May Class 313 will finish Chapter 17 and start work with Multiplication and Division in Chapter 18. Students in Chapter 18 will be introduced to multiplication and division by grouping objects. In Chapter 19 we will continue our class work counting money and reviewing coin values.
Science
Class 313 is studying solids and liquids and developing an awareness of the physical world. Matter exists in three fundamental states: solid, liquid, and gas.
Students will...
Students will...
- Develop curiosity and interest in the objects that make up their world.
- Investigate materials constructively during free exploration and in a guided discovery mode.
- Recognize differences between solids and liquids.
- Explore a number of liquids.
- Observe and describe the properties of solids and liquids.
- Sort materials according to properties.
- Combine and separate solids of different particle sizes.
- Observe and describe what happens when solids are mixed with water.
- Observe and describe what happens when other liquids are mixed with water.
- Use information gathered to conduct an investigation on an unknown material.
- Acquire the vocabulary associated with the properties of solids and liquids.
- Use written and oral language to describe observations.
Social Studies
We are studying Community Economics - using the essential question: How do jobs and money affect communities?
1.9 People have many economic wants and needs, but limited resources with which to obtain them. (Standard 4)
Community Economics 1.9a, 1.9b, 1.9c
1.10 People make economic choices as producers and consumers of goods and services. (Standard 4)
Goods and services provide for needs and wants 1.10a, 1.10b, 1.10c, 1.10d
Community Workers 1.10b, 1.10c (Standards 4, 5)
Vocabulary
Conserve - to save
Decision - a choice
Democracy - a government in which citizens take part
Diverse - different from each other
Fact - something that is true or has really happened
Government Services - things that a government does to make a community a good place to live
Obey - to follow
Opinion - something that a person thinks cannot be proven to be true
Recycle - to make something old into something new
Responsibilty- a duty to do something
Right - something peolple are free to do
Save - to put away and keep
Tax - money people pay to the government
Volunteer - a person who works without pay to help people
Vote - to make a choice
Worker - a person who does a job
1.9 People have many economic wants and needs, but limited resources with which to obtain them. (Standard 4)
Community Economics 1.9a, 1.9b, 1.9c
- Communities meet people’s needs
- Families and communities make choices about wants, needs and scare resources
- People in communities conserve resources (recycling, etc.)
- Governments provide assistance to families and communities
- Scarcity happens when people’s wants exceed their resources
- People use tools, science and technology to meet their needs
1.10 People make economic choices as producers and consumers of goods and services. (Standard 4)
Goods and services provide for needs and wants 1.10a, 1.10b, 1.10c, 1.10d
- Goods are things we buy (books, clothing, shoes)
- Producers make goods or provide services for others
- Consumers use goods and services to meet their needs
- People purchase goods in communities
- People in communities work to earn money to provide for their needs and wants
- People make decisions about spending and saving money
Community Workers 1.10b, 1.10c (Standards 4, 5)
- People in the community have different jobs (teachers, truck drivers, doctors, government leaders, etc.)
- Community workers use tools and resources to provide services in a community
- Community workers are diverse and work with one another
- People in the community help their neighbors in emergencies
- Communities develop new needs and resources, jobs
Vocabulary
Conserve - to save
Decision - a choice
Democracy - a government in which citizens take part
Diverse - different from each other
Fact - something that is true or has really happened
Government Services - things that a government does to make a community a good place to live
Obey - to follow
Opinion - something that a person thinks cannot be proven to be true
Recycle - to make something old into something new
Responsibilty- a duty to do something
Right - something peolple are free to do
Save - to put away and keep
Tax - money people pay to the government
Volunteer - a person who works without pay to help people
Vote - to make a choice
Worker - a person who does a job
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