Group #1: The students have worked on identifying the number of sounds they hear in a target word as well as the position for each of the sounds. They have also continued to work on answering a variety of questions related to professions and short stories. The group has worked on using sequencing words (e.g., first, then, next, and last) when self-generating a story. Production of grammatically appropriate sentences has been targeted as well as accurate use of grammatical elements (e.g., verbs, prepositions, etc.).
Group #2: The students have continued to work on "oa," "ai," "ee," and "ea." Open sandwich words have been introduced where the students have learned how to decode a word that is missing a slice of bread (e.g., eat, oat, tea, etc.). The students continue to work on learning vocabulary words that have their target vowel patterns and answering comprehension questions related to what they area reading about in their small group.
Weeks of 2/25/2013, 3/4/2013, 3/11/2013, and 3/18/2013: As a whole group we have been working on various entries in our science book. The group has written entries about the earth and soil. When writing about soil each of the students took turns describe the various items found within the dirt (e.g., sticks, feathers, rocks, leaves, etc.).
Group #1: Rhyming words have been a major focus of our group. We have participated in several different activities related to rhyming. The group has practiced putting together rhyming puzzle pieces, playing rhyming games with cards, completing worksheets related to rhyming, and reading stories and identifying each of the rhymes within the text. One of the stories containing many rhyming words that the students especially enjoyed was Rumble in the Jungle. The various vocabulary related to jungle animals was also reviewed. The students have also worked on answering "wh" questions, identifying vocabulary related to the classroom curriculum with a focus on the season of Spring.
Group #2: The students have continued to work on reading words containing "oa," "ai," "ee," and "ea." They have continued to work on activities related to spelling and reading short passages and answering a variety of comprehension questions related to the stories and/or sentences read out loud during our small group. The unfamiliar words are reviewed and students often draw pictures and/or act out the meanings to new vocabulary.
Weeks of 2/4/2013, 2/11/2013, and 2/18/2013: As a whole group we have worked on beginning a new book which will be related to science concepts and vocabulary and answered “wh” questions (who, what, where, when, and why).
Group #2: In addition to continuing to work on "oa" and "ai" vowel patterns we have also
been working on spelling and reading passages containing “ee” and “ea.” We
talked about homonyms (meet/meat, deer/dear, and seem/seam). When completing spelling activities the students have asked the question, “Does it have the twins?”
for the “ee” pattern or “Does it have the friends?” for the “ea” pattern.
Weeks of 1/21/2013 and 1/28/2013: The whole blue group has worked on grammar and following directions activities.
Group #1: The group has reviewed "who" questions and worked on learning various vocabulary words associated with professions. They also worked on "who" questions related to animals and where the animals lived. The group also started reading a story named: Edward the Emu. In the story Edward is unhappy with his life as an emu and travels to various other animal homes in the zoo, however at the end of the story he realizes that being an emu was not so bad. When he returns home he makes a new emu friend Edwina. The group has also worked on learning a variety of complex vocabulary words which were in the story (e.g., mimic, gumption, snarl, detest) and have worked on self-generating examples of how they could use these words to talk about different events in their lives.
Group #2: This group has also worked on learning new words with the "ai" vowel pattern and reading sentences containing both "oa" and "ai" and participating a variety of reading comprehension and following directions activities. The group has been encouraged to follow along as they each take turns reading sentence by sentence. During the week of 1/28/2013 a new vowel pattern,"ee"was introduced and the group has been working on spelling words containing all three vowel patterns.
Weeks of 1/7/2013 and 1/14/2013: The whole blue group has worked on completing the writing component of their stories.
Group #1: Since we returned from break "wh" questions have been an area of focus. We have been working on answering "who" questions and labeling a variety of professions. We have also worked on forming sentences orally and while writing.
Group #2: This group of students has continued to work on the "ai" vowel pattern. We have also focused on comprehension and vocabulary.
Weeks of 12/10/2012 and 12/17/2012: Over the past two weeks the blue group has worked on the ai vowel pattern. They have been reading sentences and stories with words containing both "oa" and "ai." In addition short vowels and vowel-consonant words have been an area of focus as well. The groups have also completed activities related to the target vowel patterns or short vowels they are working on in their small group, practiced spelling, writing their stories, and answered listening and reading comprehension questions. Please read my letter and practice the reading activities sent home during the holiday break.
Weeks of 11/26/2012 and 12/3/2012: The younger students in grades K-1 have begun to focus on short vowels (a, e, i, o, u) and the vowel sound "oo." They have also been practicing reading and and spelling VC words with each of these vowel sounds (e.g., ap, oon, etc.). The older students in grade two have been working on vowel pattern "ai" during discrimination activities and while reading new words and sentences. The target vocabulary words associated with this pattern have also been discussed (e.g., sail, mail, pail, etc.). Practice materials will be sent home the week prior to our Holiday break. All of the students have also continued to self-generate ideas and continue to write pages to their book following the appropriate sequence of events in their story.
Weeks of 11/5/2012-11/12/2012: The students have worked on selecting target "oa" vocabulary words and selecting the word that fits best in a sentence. The children have also worked on drawing pictures of each of the sentences they read in order to continue to enhance comprehension. In addition, the students have been working on producing oral and written simple and complex sentences to describe a variety of objects.
Weeks of 10/22/2012-10/29/2012: Over the past two weeks we have continued to read words, sentences, and short stories that focus on the "oa" vowel pattern. The students have practiced their comprehension skills by answering a series of "yes" or "no" questions which correspond to the reading and practiced filling in blank spaces of a sentence with one of their target words. The vocabulary related to each of the "oa" words (e.g., foal, goal, toad, coal, load, loaf, goat, etc.) is also constantly reviewed. The class has worked on retelling through sequencing activities related to books or when answering questions related to the steps of a cycle (e.g., a pumpkin growing). The group keeps on working on writing. The children each got to select a shell from a bag and make sentences using the words they selected to describe their shell.
Weeks of 10/8/2012-10/15/2012: During the past two weeks the blue group has continued to work on reading a variety of sentences and/or short stories with words containing the "oa" vowel pattern. They have also worked on comprehending all they are reading through a series of drawing and following directions activities. A great way to reinforce this skill at home is to take any of the words and/or sentences which have been sent home throughout the weeks and ask your child to draw a picture. For example, if they read, "The goat is on the coat," then they should make a picture of a goat standing on a coat. We have also worked on listening comprehension questions, comparing and contrasting characters, and retelling the events in stories which have been read out loud.
Week of 10/1/2012: This week the blue group continued to work on reading words and sentences containing the "oa" vowel pattern. We also worked on putting different pictures into sequential order and using the appropriate sequencing vocabulary words: "first," "then," "next," and "last." The students also worked on putting together the first two pages of their stories while typing their sentences and illustrating their pages.
Week of 9/24/2012: This week the blue group continued to work on reading words containing the "oa" vowel pattern and complete various activities where they needed to work on following directions. All of the letter cards related to the Stevenson Program were sent home. Please review all of the sounds listed on here with your child!
Week of 9/17/2012: This week the blue group continued to work on "oa" and the "d" and "l" sounds were also introduced. The students worked on reading words and sentences. A variety of activities related to the Stevenson Program were sent home on Friday. Please practice!! Writing was also continued this week as the students used the key words from their graphic organizer and began making sentences in order to create a story about their animal. The vocabulary terms title and author were discussed as the students thought of a name for their story and determined that they were the author of their book!
Week of 9/10/2012: This week the blue group worked on t and the "oa" vowel pattern during the Stevenson Language Skills Program. They answered "wh" questions about the story of the "oa" friends and completed workbook activities. A focus was also placed on writing this week. The students each selected an animal to write about. Then, they made a graphic organizer divided into the categories of sight where they needed to describe what their animal looked like, touch where they needed to determine what their animal felt like, and actions where they needed to determine different types of movement their animal used.
Week of 9/3/2012: Thanks to everyone who sent back the pronoun homework!!! This week the blue group continued working on the Stevenson Language Skills Program and the c"k" and g sounds were reviewed. The students worked on determining if a series of target words contained c or g and identifying the position(e.g., beginning, middle, or end) of the sound. The group also worked on reading comprehension. The Stevenson cards for o, a, c, and g were sent home on Friday please review these with your child.
Week of 8/27/2012: This week the blue group began working on the Stevenson Language Skills Program and the long o and long a sounds were reviewed. The students worked on determining if a series of target words contained long o or long a and identifying the position(e.g., beginning, middle, or end) of the long o or long a sound. The group also continued to review pronouns (he, she, they, we, and it) and irregular plurals were also introduced this week. Please complete the homework sent home on 8/31/2012 in order to review pronouns with your child.
Week of 8/20/2012: This week the blue group completed activities that included: answering questions about their summer, identifying individual phonemes and vowel patterns, identifying and labeling pronouns (he, she, they, we, and it), and listening to a story about the five senses and selecting which senses were related to a variety of items, objects, people, and animals.
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