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• We have continued talking about word choice, and adding interesting/fancy “million dollar” words to our writing (wonderful, delectable, exhausted, etc.) We tune in to them daily in the books we read in class so they can be used in our writing. Please continue to point these interesting words out to your child as you read to him/her, and discuss the meaning of any new vocabulary you may come across.
• Students must understand the; who, what, where, when, and, why of the books they are reading in order to have appropriate comprehension. When they are finished reading a book have them re tell the story to include organized details. To reach the second report card benchmark, the students need to be reading “E level" books independently and with good comprehension. We are also continuing to work on reading good-fit books fluently.
• Students will continue to learn how two consonants blend together to make one sound. This week we will focus on: cl, bl, fl, gl

• There will be no more new sound teams.
• Please continue to review all sounds.  Refer to the list being sent home with your child on Monday.
• Some students are still having difficulty with short vowel sounds. Have your child practice reading some 3 letter nonsense words such as these: neb, bip, suv, dox, raz, wep, yig, pof, zam, etc.

• Practice adding 0, 1 and 2 so answers come quickly. 

• Keep practicing adding on using their fingers. See the note from last week. 

• We will be discussing the “does it make sense” strategy, simply meaning does an answer make sense? It would not make sense when adding two numbers together to end up with a smaller sum then one of the numbers you are adding. For example, if you figured out the answer for 4+3 to be 2 then you know you must have made a mistake! Or, when adding a “low” number to another “low” number we should not end up with a really “high” number. For example, it would not make sense to say 5+2=20 because we know 20 is a lot more than 5! 

• Write a number sentence (2 + 5 = __) and have your child come up with a number story to match (I put 2 coins in the piggy bank. My brother put in 5 coins. How many coins are in the piggy bank now?)