Homework for “Fishing Bears” April 27-May 1, 2015 (Return this sheet, initialed, on Monday, May 4th.) Name:___________________________________________________________ Your child will be reading “Fishing Bears.” This nonfiction story tells about the lives of Alaskan brown bears. It is a nice comparison to “Little Bear’s Friend” and we will talk about the differences between fictional animals and real ones. Ask your child to tell you how brown bears catch fish. Together, talk about how people catch fish. Look in magazines, catalogs, and books for pictures of people fishing. Then talk about where you would go and what you would do if you could go fishing together. Monday ________ ________ ________ ________ Tuesday ________ ________ ________ Practice spelling words. (Find fun ideas for practicing listed on our website.) Practice high-frequency/sight words – both, during, ready. (Ideas for practicing listed on our website and the Post-Test/Pre-Test page.) Review sounds and past high-frequency/sight words on skill sheet. Read or be read to. Minutes read:__________ (Books, fluency passages, etc.) ________ Practice spelling words. Practice high-frequency/sight words if not yet memorized. Read leveled reader passages (Emergent, Early or Fluent Reader) and look for highfrequency words and words that use this week’s spelling pattern. Read or be read to. Minutes read:__________ Wednesday ________ ________ ________ ________ Practice spelling words. Practice high-frequency/sight words if not yet memorized. Read the “Decodable Books” and look for words that use this week’s spelling pattern. Read or be read to. Minutes read:__________ Thursday ________ ________ ________ ________ Practice spelling words. Practice high-frequency/sight words if not yet memorized. Reread any fluency passages that your child still needs to practice. Read or be read to. Minutes read:__________ + Minutes of reading on: Friday:________Saturday:_________Sunday:_________ Total minutes read this week:______________ (Please total all minutes read during the week. Aim for a total of at least120-140 minutes per week.) Research has shown that the single most influential factor in creating successful readers is the amount of time they spend reading. Reading is a skill that improves only with repeated practice. The more children read, the more they are able to read. Make it a goal to read for at least 20 minutes every day. If your child is finding this homework too easy, try the more challenging homework ideas described on our classroom website. Spelling / Phonics Pattern for “Fishing Bears” April 27 - May 1, 2015 On the spelling test each week your child will be asked to write the sound(s) we are studying, 6 words that follow the spelling pattern and review last week’s pattern, the 2 “High-Frequency” words below, and 2 dictation sentences that contain spelling pattern words and “High Frequency” words your child should know how to spell. Rather than memorizing a specific list of words, focus on learning the spelling patterns so that your child can spell any words that fit the patterns. Use the week’s fluency passages to help you study, as well as the ideas listed on our website. Help your child become a problem solver when it comes to spelling by asking questions such as, “If you can spell find, how do you spell mind? That’s right! You just change the first letters because they rhyme!” This week’s spelling / phonics pattern: long ī sound in a “vcc” word. Examples of the kinds of words your child should be able to spell and read: find kind mind rind bind mild child wild wind grind Your child should also be able to spell these “High-Frequency Words.” sure son I am sure that I had my coat. Mr. Lopez’s son looks just like him. Your child will be given the opportunity to write 4 more 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 above words are easy and automatic for your child. These words follow the same rule as above but are more complex. Examples of the kinds of challenge words your child may see: mildly mindset remind childhood wildflower Spelling Words for “Little Bear’s Friend” April 2-6, 2012 Skill Review Sheet The skill sheet reviews previously learned sounds, sight words, contractions, inflections, etc. This week’s new sounds, words, etc. will be reviewed on next week’s skill sheet. Please study any parts of this skill sheet that are not yet automatic and easy for your child. If the sight words are still difficult for your child, focus on mastering those before moving down to the contractions, color/number words, etc. Blends, Digraphs, Word Parts, etc.: Practice reading these word parts. igh tch ine ea ow (both sounds) er one ong ore ace ile ate sh ir _y or ay ing wh ake ar ite oa ce ou ci ink qu (both sounds - 2 syllable or 1 syllable word) ice ike ang ai ow ch ame ode ung ee ur Sight Words: Students should be able to read these words automatically, without sounding them out. would these again hurried afraid over grew know Earth anything water care town very friends should even front sometimes your world son touch warm why write gives picture another nothing any air around country many different learn could thought opened together talk gone change moved want join once writing people work only field pretty other walk city family special sure from turns live cold most were great listen where almost wonder who busy twelve our does also about near room young there grows above says always their saw door flew buy follow every caught What is the present tense (happening now) of the following IRREGULAR VERBS? grew took bought made caught knew found told threw slept ate bit ran rode got brought felt saw stuck drew drove Fluency Passages for “Fishing Bears” Rereading the same passage increases fluency. Reading fluently allows students to focus their concentration on comprehension. Emphasize reading naturally and accurately rather than “speed reading.” Students will also be reading the decodable books and one or more of the leveled readers in class where they will be able to use the pictures clues to aid decoding and comprehension. Decodable Book (focus on the long ī sound in “vcc” words) Hi, Green Beans! by Mary Hogan It’s spring, and it’s sunny and mild. It’s garden time! I’ll plant green beans. I’ll find a nice spot with lots of sunshine. I dig holes two inches deep and plant my seeds. I don’t mind getting dirty. Rain falls. It makes the seeds grow bigger and bigger. Stems rise. Small leaves grow on the stems. Sunshine will make the plants grow tall. I see beetles munching on my plants. Scat, beetles! Find some other kind of lunch. I wait and wait. At last I can say, “Hi, green beans!” Emergent Reader (includes the spelling pattern and high-frequency words) Young Animals by Lynn Trepicchio During the spring some animals are born. The young are cared for. Every animal is different. Each animal has different needs. Even wild animals care for their young. Some stay with their mothers for a long time. Other newborns come out and find their way all by themselves. Some animals are born live. They do not hatch from eggs. Other animals hatch from eggs. Both of these young animals are ready to see the world. Animals need care before they are born. Some fathers take care of their eggs. Most of the time, animals wait. That’s what they do the most. Animals know what their newborns need. They need to learn about the world. They need to learn to take care of themselves. When they are ready, they will live on their own. Early Reader (includes the spelling pattern and high-frequency words) Counting Bears by Sandra Widener Tiny bears in the violets, big wild bears in trees. “Hi, there,” they all say. “Can you please count me?” One wild and five tiny, make six and then, I find four big, wild bears. Six and four are ten. Five tiny bears go fishing in the silent stream. Each finds two tiny fish. That’s ten fish for the team. The big, wild bears are hungry. The tiny bears are, too. The big wild bears want tiny fish. Now what will they do? “Do you mind?” asks a wild bear, grabbing a tiny fish. “Yes, I do mind,” says a tiny bear. “That’s my tiny fish.” “I like that tiny kind,” says wild. “That tiny fish is mine,” says tiny. “Don’t you take it, wild bear, and don’t you get so whiny.” “I have a good idea,” says a bear that’s bright. “And I know that this idea will help us get this right.” “Pass out those shiny, tiny fish. Just give one to each bear. Tiny or wild, all are fed, each one has a tiny share.” After we end our tiny feast, the wild, strong bears will find some giant, shiny fish that tiny bears left behind.” All of the bears say yes. So bears both wild and tiny eat the shiny, tiny fish, and pat their bellies, sighing. Then wild bears hurry down, into the winding stream. They find 20 fish to share, plenty it would seem. They match bears and fishes. Here is what they find. Give each bear two fishes. Not one is left behind! There’s a giant pile of bones. The bears are too tired to stand. They say they’re ready to sleep in shelters close at hand. They make two lines of five. All are ready to lie down. Tiny and wild, they settle in. New friends doze all around. As twilight comes to the forest, the bears curl up under the stars. During the night, with eyes shut tight, their dreams will take them far. Fluent Reader (includes the spelling pattern and high-frequency words) The Wild Giant Panda by Sandra Widener Have you ever seen a wild giant panda? Only one animal has that kindly face and those fluffy black hind legs. Wild giant pandas are not like black bears. Giant pandas eat bamboo. Black bears do not. Pandas do not hibernate or walk on their hind legs like black bears do. Wild giant pandas live high in the forests of China. About 1,000 of them live in the wild in China. Wild giant pandas in China spend ten or more hours everyday finding food. Wild pandas eat one kind of food – bamboo. Wild giant pandas must eat more than fifty pounds of bamboo in a day. No wonder the giant panda spends so much time looking for food! Each wild giant panda needs lots of land to find that much bamboo. Maybe that is why they don’t like other pandas around. Once wild pandas find bamboo, they grind it with their big teeth. Giant pandas eat almost every part of the bamboo. Very little is left behind. When giant pandas are born, they are tiny. A grown giant panda can weigh 220 pounds, but a newborn panda weighs only a few ounces! A wild giant panda mother is very kind. She keeps her tiny infant in a special pouch during the first few months. When a young panda is about eight months old, both mother and child know the little panda is ready to leave the pouch. The young panda looks for its own bamboo to eat. Thousands of years ago, many Chinese people thought that wild giant pandas were special. Even then, pandas were very rare. People in China thought that pandas brought good luck. Today many people are trying to protect giant pandas in the wild in China. The people of China give giant pandas to other countries as a sign of friendship. There are giant pandas in zoos all over the world. People who see giant pandas in zoos love these animals from China. People like to see giant pandas as much as lions and tigers. People who see the giant panda in the zoo may want to help save pandas in the wild. They can help make the giant panda safe in the wilds of China. 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. The more words children recognize automatically, the better they understand what they are reading because they can focus on the meaning of the text rather than trying to sound out every word. 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 “Frog and Toad All Year” hurried son near cold caught sure I already know these words for next week’s story, “Fishing Bears” both during ready 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 (not checked off): Cut out the words above or, for more practice, have your child write them on index cards. Have your child make up questions using the words. Make up an answer to each question, and use the same new word your child used. Together, make up a sentence using all three new words. Have your child write the sentence and draw a picture to go with the sentence. While you study next week’s new words, please continue to study any words from this week that are not yet memorized and review words from past stories listed on the “Skill Sheet.”
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