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  • Group and color code the different spelling patterns in the list. Identify the patterns in the list (short a & i for week #1) and pick a color for each one. Then write the words in the chosen color in different groups. This gives a visual cue they can use when spelling the word. They will associate the spelling pattern with a color. (short e, o & u)

  • ​Phonogram cards are a great tool to use to help isolate spelling patterns. Phonograms are are just the spelling of a sound, such as ch for /ch/ and c for /k/. These cards only display one spelling pattern for a sound, as the focus is on the spelling of that sound. (Ex. pet  p   e   t    see  s   ee)

Math Facts: focus on building conceptual understanding, not just rote memorization.

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Build Conceptual Understanding:

  • Use manipulatives: Children can better understand math facts by manipulating objects like linking cubes to break apart numbers and write equations. 

  • Visualize with ten frames: Use ten frames to help children visualize and find the answers to equations. 

  • Discuss the "why": Instead of just drilling, have conversations with your child about how they know an answer and how facts connect. 

  • Make connections: Help children see how facts relate, such as using 6+6 or 7+7 as a way to understand 6+7, or using fact families. 

Spelling Words Week of 9/15​

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Read the spelling words aloud.

Point out the gr sound in grass. Draw a line under gr and explain that gr is a blend. In a blend, the sounds of both letters are heard. In grass, the letter g represents the sound /g/. The letter r represents the sound /r/. Together, they represent the sound /gr/. Two letters that make only one sound are not blends. When the letter s is added at the end of a complete word, as in a plural, that is not a blend.

Demonstrate sorting the spelling words by initial and final blends under the key words grass and west.

Math Errors Commonly Made...

  1. Be alert to children who do not change the addend order when they write a related fact.: Point out that although the order in which numbers are added does not matter, the numbers in two related addition facts do not stay in the same order. Write a pair of related addition facts. Use two crisscrossed arrows to show how the addends in the facts changed place.

  2. Be alert to children who begin with the first addend and count on the second, even if the second addend is the greater number.: Have your child identify which addend in a problem is not 1, 2, or 3, and circle it. Then have him/her model the problem on a number line starting with the circled number.

Tips for short and long "a" sounds: (USE FOR ALL SHORT VOWEL/LONG VOWEL WORD LISTS)

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  • make sure your child can differentiate between the two sounds by ear before practicing with written words.

  •  Short "a" sound (/ă/) This is the sound in "apple" or "cat". It is most commonly found in words following the consonant-vowel-consonant (CVC) pattern, where the vowel is "closed in" by consonants. Examples: cat, hat, map, mat, van. 

  • Long "a" sound (/ā/)  This is the sound where the vowel "says its name," as in "acorn" or "cake". It is created by several common patterns: Pattern for Week of 9/22

  • Magic 'e':  An 'e' at the end of a word makes the vowel before it long. Example: tap becomes tape.

  • Sort words by sound: This activity helps students practice their auditory and visual discrimination skills. 

  • Word sort: Use written words and have your child read each one aloud before sorting it into "long a" and "short a" columns on a T-chart. 

  • Flip cards: Use index cards to demonstrate the "magic e" rule. Write a CVC word like tap on the card. Fold over a small piece of the card and write an 'e' on it. When you flip up the 'e', the word magically changes from tap to tape, and the sound changes with it. 

  • Word building with manipulatives: Use magnetic letters to build words. Start with a short "a" word like mat. Ask your child to change the word to mate. They will need to remove a letter and add a "magic e," which helps them physically see and feel the spelling change. 

  • Highlight sounds in books: As you read a story together, point out words with short and long "a" sounds. Ask your child to identify which sound they hear.

  • Dictation: Say a word and ask your child to write it down. This forces them to listen for the vowel sound to spell the word correctly. Start with simple words and progress to more complex ones.

  • Rainbow words: Have your child write their short and long "a" words multiple times using different colored pencils or markers. This provides extra repetition while keeping it fun.

High Frequecy Words

math facts fluency ideas 

Homework Helper

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