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Title I

Language Arts

Language Arts

 

Spelling

 

     There will be 15 spelling words given each week.  The first ten of the 15 words will have a common skill.  The last 5 words will be high frequency words that will be displayed on the classroom word wall.

     At the beginning of each week, a pretest will be given before the new spelling list is passed out.  After the pretest, the new spelling list will be passed out and the students will check their own papers and correct any mistakes they made with a colored pencil or pen.

     We will be practicing the 15 spelling words, and other words that have the same skill, all week by reading large chart poems, completing worksheets, and doing spelling activities and games.

     On the last day of each week, we will be taking the final test that will be collected and checked.  It will be placed in a test folder and sent home every two weeks with all of the other tests.

 

      Spelling Homework  

The following are spelling homework ideas:

Study Strategy:

  1. Look at the word carefully.
  2. Say the word.
  3. With eyes closed, visualize the word.
  4. Cover the word and then write it.
  5. Check the spelling.
  6. If the word is misspelled, repeat steps #1-5.

Or

Study Strategy:

  1. Say the word.
  2. Write and say the word.
  3. Check the word.
  4. Trace and say the word.
  5. Write the word from memory and check.
  6. Repeat the first five steps.

 

Other good suggestions for practicing the weekly spelling words are:

  1. Completing a spelling practice test at home.
  2. When writing the spelling words, write vowels in one color and consonants with another color.
  3. Write a short story using as many of your spelling words as you can.

Guided Reading

   Guided Reading is an excellent program that allows me to work with your child, in a small group setting according to his/her instructional reading level, and guide him/her on different strategies to use when trying to figure out words, and also work on comprehending what was read.  I appreciate your comments on the "Comment Sheet" that is sent home in a large zip lock bag, along with your child's book.  Your constant feedback from the books enables me to know if they did or did not have any struggles with them.  If they had some strugggles, I would like to know the words that they struggled with, and I would assist them with decoding those words in our small group.  All of your help and cooperation is greatly appreciated!  If you have any questions at any time, please feel free to e-mail or call me.    

 

 Shared Reading

 

  I will be modeling fluent reading, skills and strategies, and vocabulary words through whole-group instruction, using enlarged print from big books and poems or from individual copies of texts, in which the students follow along, join in a choral reading, and participate in class discussions.

 

Literature Circles

     Þ We will also have literature circles in which your child will be reading books on their independent reading level in a small group setting.  Every week, they will select a different role of “Discussion Director,” “Word Wizard,” “Art Master,” or “Connector Inspector.”  The “Discussion Director” will create comprehension questions to the story they read.  The “Word Wizard” will find tricky or interesting words, along with their definitions.  The “Art Master” will write a summary of the story and draw of picture of it.  The “Connector Inspector” will connect what they have read to a situation that can or has happened in real life.  After each role is completed, your child will take home their completed work.  This is another great program that encourages reading and writing in a fun and creative way!

 

 

Leveled Books

      Y our child will be selecting a book of their choice on their independent reading level and reading independently for enjoyment.  Their independent level is 1 or 2 levels below their instructional level.  They will complete a short writing activity with each book they read to hold them accountable for their reading.

 

            

Reading Links:

http://www.ed.gov/pubs/CompactforReading/table2.html

http://www.ed.gov/pubs/parents/Reading/index.html

1.  Think about the story.

2.  Check the picture.

3.  Go back and get your mouth ready.

4.  Look for chunks.

5.  Does the word look like another word you know?






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