Students read Diary of a Spider, and A Swallow and a Spider.
Our target comprehension skill is: ’cause and effect.’
Phonics: Students practice reading and writing words that have long vowel sounds (cake, mine, plate, etc.), reviewing the CVCe (magic e) pattern as well as the two sounds for “g” (/g/ as in go and /j/ as in large) and how the letters e, i, and y clue us as readers as to when to use the second (soft) sound of ‘g’.
This week, students will bring home a phonics reader called, Town Mouse and Country Mouse. They practiced finding and highlighting the “soft g : /j/, soft c: /s/ and s: /z/” patterns we’ve learned. The letters “e, i, and y” help g, c, and s make their second sounds. Ask your child how e, i and y are “helping” letters. Students can read these mini-books to their families or independently as they practice reading for fluency, perhaps sometime over the weekend. These are their to keep 😉
Vocabulary: We use context clues to determine the meaning of words.
Students review the high frequency words: by, cheer, could, hello, hundred, mind, play, read, see, today
Fluency: Intonation. When good readers read aloud, their voices rise and fall in order to add interest and emphasis to the reading. Students learn to use end punctuation clues. We practice having our voice drop slightly at the of a sentence and rise at the end of a question.
Essential Question: How do good friends act?