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Dictation Sentences:
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Vocabulary Words:
sqnal (v.), celebrai.iorts, c/Loosy
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admirin
Read Out Loud Selection:
Spaghetti Poems
Standard: compares works
of literature to each other
High Frequency Words
(HFWs):
until, children, side, feet, car,
mile, night, walk, white, sea
Monday:
D Spelling: page 95
D Math: Ice Runner
D Reading: Read Out
Loud activity
D Read for 20 minutes
Tuesday:
D Spelling: page 96
D Math: One by One (÷1)
Reading: One minute
fluency reading test
and practice HFWs
EJ Read for 20 minutes
Wednesday:
C Spelling: page 97
C Math: Comparing
Area & Perimeter
w/parent pg. 71-72
C Reading: One minute
fluency reading test
and word search
C Read for 20 minutes
Thursday:
C Spelling: Practice test,
including dictation and
parent signature.
C Math: Drawing Figures
to Scale w/parent pg.
73-74
C Reading: One minute
fluency reading test
and practice HFWs
C Read for 20 minutes
C Turn in homework
tomorrow
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_School—
Charge of Celebrations” by
Your child is reading ‘Tm in
m, a young girl creates holi
Byrd Baylor. In this narrative poe
, wondrous natural events
days to celebrate the many specal
uthwest desert. You may
she witnesses in the American So
doing these activities with your
and
m
poe
this
ing
uss
disc
y
enjo
and explore your child’s Ian
child. Together you can develop
guagc skills.
Nature Tales
e of the natural events the
Ask your child to tell you about som
Look for these additional
young girl celebrates in the poem.
:
nature books in your local library
Steck-Vaughn, 1997.
• Deserts by Neil Morris. Raintree
Game. Harcourt Brace, 1999.
• By the Blazing Blue Sea by S.T.
Scribner’s, 198 I.
• Desert Voices by Byrd Baylor.
AT THE LIBRARY
Vocabulary Lookout
Lets Celebrate
Talk with your child about
some of the special days
that are celebrated in your
home and in your commu
nity. If possible, take your
child to a community cele
bration and talk about
what is being celebrated
and why. Then invite your
child to ask family mem
bers and friends about the
ways they like to celebrate
their special days and to
note the ways the celebra
tions are similar and differ
ent. Encourage your child
to write what she or he
has learned in a notebook.
abulary your child has
The following words are new voc
of Celebrations”:
learned while reading “I’m in Charge
signal
celebrations
tracks
choosy
average
admiring
d to choose one word
To reinforce meanings, ask your chil
many times as possible
each day of the week and use it as
number of times your child
throughout that day. Record the
uses each word correctly.
i
d to read for at least
TIME TO READ Encourage your chil
.
30 minutes outside of class each day
V)sit The Learning Site’
www.harcourtschool.com
Name
nmmr26.
Find the Words—Level B
Directions: There are 10 Instant Words
hidden here. Can you find and circle them?
Here are the words to look for:
/
car, feef, k
9
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f,
i side, wallc, children, mile, sea, unfil, whi+e
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#3503 Instant Word Practice Book
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212
© Teacher Created Materials, Inc.
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Name
sP[LL1NG1
Words with Suffixes
2. 4u1
the story.
Write Spelling Words to complete
-_______________
A tractor is a (1)
(2)
.
—
be very
If corn
(3)
could
for
machine to a
talk,
the
it
rain
would
)
that falls.
:j
Farming can
be
a very
job.It
(4)
8.tAa’nAfJ
work for people who
is not (5)
i.
like big cities.
11.
Write a Spelling Word for each clue.
j
6. in a
quiet way
all
at
once
9. dangerous
10. an instructor
11.
kinder
Write the following Spelling Words: softly,
readable, safei and playful. Use your best
handwriting.
12.
13.
14.
15.
LESSON
26
/7WZ2JL..
12.
13. Lwrnut
14.
15. LLen
7. just right
8.
4. a
5.
6.
7.
SPELLiNG PRAcTIcE BOOK
Handwriting
Tip: Make sure
that tall letters,
such as 4f; b,
and d, touch
both the top and
bottom lines.
Handwriting is
easier to read if
the letters are all
even and take
up the same
amount of space.
________
___
___
___
___
___
___
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___
__
_
______
____
___
___
___
_—_
___
___
___
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___
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___
___
___
__
Name
Add a suffix to write a Spelling Word.
1. farmer
3
2. useful
3. softly
4. suitable
5. lonely
6. quietly
7. teacher
)
2. lone
3.
)
suit
4. read
5. thank
8. thankful
9. exactly
10. readable
11. nicer
12. safer
13. harmful
14. playful
15. suddenly
6. exact
7.soft
8.
safe
9. harm
)
STRATEGY
Read the journal entry. Circle six misspelled
words. Then write the correct spellings
on the
lines below.
3—’-\April 18
Word Parts
‘When you
proofread, look
for words with
suffixes. Draw a
line to separate
the base word
from the suffix.
Check the
spelling of the
base word, and
then add the
suffix.
1. use
)
Today was a nisser day than yesterday. Our
teetcher was in a plaflul mood. She let us play
)
queitly after lunch. Then she read us a story
about a fahmer and his magic pitchfork. The
n
fsuddinly the bell rang. It was time to
go home.
10.
)
13.
11.
14.
12.
15.
)
SPELLING PRAcTIcE BOOK
LESSON 26
_f
____se
____u____
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____________
_
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__
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_
_____
_____
N*ime
) Decode the Messages
Spelling
write
Words
them
in
each
UnsrimbIe
sentence.
:
the
Then
1.
2.
3 4Ufr
correctly.
A
1
he
lolney
rancher was aukhnflt
to
1
£‘
5.
carrier.
6.
L)
3
2.
1.
)
4.
)
—
1
12.
13. JaivmuI
.p/ayJ
4
l
15.
My grandfather is a rearfin, and my
grandmother is a caehetr.
.
)
6,
5.
Try It Out Add letters
Spelling Words Then
to
write
7.r
complete the
the words
dab
3
et____
8.
)
1
9.
3
I
u____
10.
11. s
f____
rm
12.
26
ad&i
.
)
3.
7.
8.
9.
I
io.
I don’t clyexta think those clothes are iutlabse
for the beach.
LEssoN
1)
aLJaAJ
see the
letter
•
1
SPELLING PRAcTIcE BOOK
3
3
xtcJJeinJ
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Name
___
__
Multiphcation: Mixed Facts
Ice
lIlnuIer
1x6=
2x2=
6 x
10
=
7
2
x12
x5
9x8=
—
12
x9
—
4
x3
K
6x1=
—
7x9=
7x5=
x8
9
x9
—
8x7=
6
x6
2
x8
6
x12
—
5x2=
5x5=
12
2
4x7=
—, .
I’m a
good swimmer
What
am
and can run easily on the slippery
ice. My skin is black under my thick, white fur coat.
To find the answer, solve the
problems. Use the key to
color the picture. Then write
the answer on the line.
Arctic
I?
If the
product is between
1 and 49
50 and 108
Color
the
shape
blue
light yellow
45
Date
Name
,—
-—
—
DIvidhig,
[
I,t
—
p
—
—
word in the key
Solve each problem. Find the number
word in the puzzle.
for each quotient. Then write the
Across
Down
KEY
6÷1=
1.
7÷1=___
2.5÷1=
3.
2÷1=
3.12÷1=
4. 11 ÷ 1
1.
=
6.
9÷1=
5.
0÷1=
8.
1÷1=
7.
3-1=
9.
4÷1=
10.
8÷1=
-
zero
one
two
three
four
five
six
seven
eight
nine
ten
eleven
twelve
11. 10÷1=
ii
C,
3
C
0
0
C
34
•• .
Skill: Comparing Area & Perimeter, Part 2
.
.•
Dear Families,
This homework assignment asks you and your child to compare area and perimeter.
Help your child make six figures—one square and five rectangles each with a
perimeter of 24 squares. (Remember the perimeter is the distance around the
outside of a figure.)
This page is designed to provide your child with a review of many concepts. Help
your child with the project, but try to have her or him see how to do it independently.
Part 2 of this project is for your child to see that the area of a shape might change,
even though the perimeter may remain constant. Be sure to take a good look at the
completed chart and make those kinds of comparisons with your child.
Sample Problem
we did
thisjn
On this grid, make a
class.
rectangle that is 8 squares
long and 4 squares wide.
What is the perimeter of this square?
What is the area of this square?
Week-by-Week Homework for Building Math Skills
•
Scholastic Teaching Resources
a. a.
71
••
e
Skill: Comparing Area & Perimeter, Part 2
•‘ Let’s work g,
Ofl this •
.togethei.
:
•
Directions: Attached to this page you will find a sheet of graph paper
on which you will draw one square and five rectangles that have a
perimeter of 24 squares. Label each figure A, B, C, D, E, and F. Next,
color each figure a different color. Then, complete the chart below.
[‘rimeter is the distance around the outside of a figure.
Area is the space inside the figure.
Color
Length
Width
Perimeter
Area
A
B
C
D
E
F
st area?__________
I. Which of the six shapes (A, B, C, D, E, or F’) had the smalle
__________
2. Which of the six shapes had the greatest area?_____________
We completed this assignment together.
(Child’s signature)
(Parent’s signature)
•
72
•
•
•
1eeI-by-Week J-Iomeworkfw B?ilding Math Skills
•
Scholastic Teaching Resources
SkiN: Drawing Figures to Scale
• • ••
Dear Families,
Drawing figures to scale is a new concept for most elementary
students, so this activity
is designed to introduce them to this concept at its most basic
level. Be sure your
child knows why we draw things to scale—because we cann
ot always draw the
pictures of objects in their actual size. Children may not realize
that they have been
drawing to scale since they first held a crayon and drew a
house—one that fit on
the page and only represented a real building.
On the student page there are four instances in which your
child is asked to create
a scale drawing. The figures will be 1, 2, or 3 inches across,
but they are intended
to represent much lar9er figures. The questions about perimeter
refer to the numbers
that are on the figure—not the actual inches that the child
just drew—and the
perimeter of the figure of the fictional character.
Sample Problem
thisin
j
Drawascaledrawingofthissheet
of paper here:
Let’s make a scale drawing
of this sheet of paper. This paper
is 8+ inches wide by 11+ inches
long. To make this easy, let’s round
off the numbers to 8 x 12. Now let
1 inch on your ruler equal 4 inches
on the sheet of paper.
How wide should the rectangle be?
How long should it be?
Week-by-Week
Math Skills
•
Scholastic Teaching Resources
• ••
73
•4 •
____
____
_____
_
____
_____
____
•
•
•
‘
Skill: Drawing Figures to Scale
•
•
•
‘
(5
you to use a
Directions: Each of the four problems below requires
fiet’s work
on this
4. together
:
representation
ruler and create a scale drawing A ‘scale” drawing is a
es correctly
of a larger object Ask an adult to help you to draw the figur
and answer the question about each one
Draw what you think Torn’s shape
looked like.
I. Toni drew a shape that was 5 inches long
on each side. The box was a square. Use
a ruler and make a square like Torn’s.
Have 1 inch in your drawing equal to 5
inches of Torn’s drawing.
Now write the number 5 on each of the
sides. What is the perimeter of Tom’s
inches.
shape? P =
Draw a rectangle like Kevin’s.
2. Kevin drew a shape that was a rectangle.
Two sides were 10 inches long; two sides
were 5 inches long. Use a ruler. Let 1
inch on the ruler be equal to 5 inches of
Kevin’s shape.
Now write the correct numbers on the
Si(ICS of the shape. What is the perimeter
of Kevin’s shape?
inches.
=
P
Draw what Cathy’s shape looked like.
3. Cathy drew a shape that was an equilateral
triangle. Each side was 5 inches long. Use
your ruler and make 1 inch equal to 5
inches of Cathy’s triangle.
Now write the correct numeral on
each side.
What is the perlmeter of Cathy’s
inches.
shape? P =
We cornpletcd this assignment together.
(Child’s signature)
(Parent’s signature)
•
•
74
•
•
Weekby- Wuck iImn>ww* JOr Building Muda Ski ll.s
•
Scholastic Teaching Resources
•
Spaghetti Poems
LISTEN (a
(his
poeivi
afaud.
Spaghetti! Spaghetti!
Spaghetti! Spaghetti!
You’re wonderful stuff,
I love you, spaghetti,
I can’t get enough.
You’re covered with sauce
and you’re sprinkled with cheese,
Spaghetti! Spaghetti!
Oh, give me some more
Spaghetti! Spagheffi!
Piled high in a mound,
you wiggle, you wriggle,
you squiggle around.
There’s slurpy spaghetti
all over my plate,
I
Spaghetti! Spaghetti! 5
I think you are great.
Spaghetti! Spaghetti!
I love you a lot,
you’re slishy, you’re sloshy,
delicious and hot.
1
I gobble you down,
oh, I can’t get enough. <i
Spaghetti! Spaghetti!
You’re wonderful stuff.
By Jack Prelutsky
Week-fry-Week Homework for Building Reading Comprehension and Fluency: Grades 2-3
ScHo1sTIc TEAcHING REsouRcEs
•
p
p
•
p
•
p
•
p
S
S•
CLYTEAI (-0
sour c6ii/d read
Mis p0CM tz/aud.
The Spaghetti Challenge
My mom’s spagheffi is the best;
no other mom can beat it;
and every time she cooks it
I can hardly wait to eat it.
I twist the strands around my fork
with wonderful control.
but as I raise them to my mouth
they fall back in the bowl.
I twirl the noodles once again
with all the skill I’m able,
but as I lift them up to eat
they tumble to the table.
S
I spin my fork; spagheffi winds
around and round once more;
but as it nears my waiting lips
it slithers to the floor.
My mom’s spagheffi is the best;
no other mom can beat it;
but I would like it befter
if I got a chance to eat it.
I
(I 7
15
By Leslie D. Perkins
2-3
Work-jr-Week Homewoi* for Building Reading Comprehension and Fluency: Grades
S
RESOURCE
TIc
TEACHING
SCHos
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5
please lie/p
both
lio,v1e’.i’k
(-lie ftJo poeMS
,
ari h e j,
me
lied.
tho5(5h14’7d
.
Comparing and Contrasting
in Poetry
5elec(-e d
We completed this
assignment together.
:: : ::te
LJhi1 y
(Child’s Signature)
(Parent’s Signature)
herelf
::;er
author
Made by the
your
/1
d
(-o
becoMe a
C
:,:zZ’°r
reader
oMpe(-ev
The Questions
.41
*
Together; answer these questions about both spaghetti poems.
1. How does the speaker in each poem feel about spaghetti?
Poem# 1:
Poem #2:
2. What words tell you how they feel about it?
Poem # 1:
Poem #2:
3. What problem does the person in the second poem have?
4. How are the two poems different?
Week-by- Wek Homework for Building Reading Comprehension and Fluenc-v: Grades 2-3
SCHOLASTIC TEACHING REsouRcEs
0
2
z
D
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54
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CT’
a)
C)
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12
14
Types of sea creatures
*-
Use the bar graph to help you.
Answer each question.
Name__
1
are invited?
çf
are invited?
than
2005
The M&b Thachrs l*IpW TEC47OIB AprilUsy
invitations?
the fewest
7. How many more
and
3. How many
invfted?
Howmany
are
5. Which type of
creature gets
.
7/
Planning a Picnic
\
I
I
8. How many
creatures are
invited in all?
often as?
6. Which creature is
invited twice as
_‘/
creature gets the
most invitations?
4. Which type of
7 1
are invited?
2. How many more
than
Interpreting information from a bar graph
.
5.
4
.
PLease note that not alL spelling wor
ds on the test will be from our spell
ing list. We ore studying spelling
when we read text.
pct’rerns, not words, It helps to look
f or these patterns
3
1.
(ilioftere VVrdstrorn thesor
y
15.
14.
13.
12.
11.
10.
9.
8.