*Note anything underlined in the table above or in the notes below is a clickable link for your convenience *
Key to Abbreviations:
GP- The Gospel Project- Home Edition
TB- Singapore Math Textbook
WB- Singapore Math Workbook
EP- Singapore Math Extra Practice
MM- Mental Math (see appendix in HIG)
AAS- All About Spelling teacher manual (click here to print any missing phonogram cards)
FLL- First Language Lessons
SF- Sounds First Phonemic Awareness Program (click here and scroll down to Grade 1)
OPG- The Ordinary Parents' Guide to Teaching Reading (click here to print OPG sight words)
SotW- Story of the World
G&B/A- The Good and The Beautiful, Arthropods
G&B/MB- The Good and The Beautiful, Marine Biology
COMING SOON...
Tuesday, January 20- school is IN SESSION (no MLK Jr holiday)
Thursday, January 29- Spirit/Pizza/DOGS Day
Friday, February 20- Daddy Daughter dance
Saturday, February 21- Fortis Talent Show
Dear Faithful Parents,
A Child's Prayer by Jane Taylor says, "Teach me to do the thing that's right, and when I sin, forgive; and make it still my chief delight to serve Thee while I live." I pray that as we're half-way through this year, you're seeing the ways in which your child has grown in virtue.
~Love, Mrs. Kuhn
Math:
For Friday's assignment, students are only expected to read number words they have the skills to decode: zero, two (sight word), three, five, six, nine, ten, fifteen, sixteen, and nineteen. You should give them the sounds in the other number words that they haven't been taught yet (like "eigh" in eight). Spend time reviewing the concepts on TB pg 18-22. Go ahead and point out the number words while you're at it, but you don't need to emphasize reading them. For the WB Exercises, again give your student the sounds they don't know yet, and make sure to articulate that we say (and write) the tens first, then the ones.
Looking ahead to 2nd grade approaching in the distance, students that know their math facts fluently are going to have the easiest transition and the greatest success! Here are some ideas for flash card games for math facts (and phonograms, too).
As you continue practicing math facts at home, we will begin doing low pressure one-minute timed drills in class this semester. We will start with addition facts through ten, and eventually move to subtraction facts through 10 as well. We will drill on the same Mental Math section all week at school. Then I will send that same drill home for you to do with your student on Monday and return to school the following Tuesday. I'll be encouraging them to do their best, and challenging them to beat their prior speed by just one problem each time.
Spelling:
Lesson 19 brings us to the "Find Gold" rule. In addtion to spelling long vowel sounds with open syllables, silent e, and the vowel team EE, we will now teach long i and long o spellings with the Find Gold rule (AAS Teacher's Manual Appendix H, pg 281). Students have already learned to decode words using this "rule," (really a generality) in OPG. Make sure your student understands that this rule requires two consonants after the i or the o for the vowel to make its long sound.
Reading:
OPG L118 is titled "A alone before L; A alone after W," which is likely intended to distinguish this lesson from the vowel pairs we have been working on. A more thorough approach is to put our phonogram knowledge into action and point out to the students that the A is making its 3rd sound in these words. The letter A followed by an L is a clue that the A is making its 3rd sound, and the letter W before an A is, again, a clue that A is making its 3rd sound.
Remember, stories from "The Early Reader's Bible" are not intended to be read completely independently by your student, as we have not taught them how to decode all of the words yet. Check the list below for words they should be able to decode and have them read those words (or recall the sight word) independently. Help them with words that have sounds they haven't learned yet.
Decodable words from "A Time to Say Thank You" (sight words in parenthesis): A, time, to, say, you, all, but, and, his, did, not, get, God, had, make, big, boat, he, take, too, (was), (of), them, they, in, the, days, day, it, we, must, us, (said), made, see, will, tell, my, send
Decodable words from "A Promise for Abraham" (sight words in parenthesis): A, and, God, they, to, please, too, gave, them, good, things, but, (was), did, not, (have), (said), to, try, the, (could), all, will, day, be, big, time, had, he, do, us, this, name, we, call, him, with, too
Students will read a decodable book called "Bad Luck?" on Friday (click on link). This should be easy for them to decode, so work with them on fluency: accuracy, speed, natural tone, and expression.
History:
In class this week we will take the opportunity to do a quick overview of the life of Dr. Martin Luther King, Jr. and discuss his dream that everyone would be judged by the quality of their character. At home, you'll continue with Story of the World Ch. 22, where the students will notice some interesting contrasts between the educational goals of the Spartans vs the Athenians!
In class this week we will take the opportunity to do a quick overview of the life of Dr. Martin Luther King, Jr. and discuss his dream that everyone would be judged by the quality of their character. At home, you'll continue with Story of the World Ch. 22, where the students will notice some interesting contrasts between the educational goals of the Spartans vs the Athenians!
Questions for discussion: How were Greeks different than Persians? What did boys learn in school in Sparta? Can you give an example? Why do you think fighters were so important to ancient Spartans? Compare schooling in Athens to schooling in Sparta. How did Athenians decide on new laws? Why did Plato say it was important for people to be educated? What was the most important thing for Athenians to learn?
Journal sentences: Spartans were fierce warriors. Athenians were scholars.
Science:
We continue studying characteristics of the ocean, this week focusing on the different "layers" which host their own unique set of sea creatures. Though most marine life inhabits the upper layers of the sea, we know that even in the depths, God's presence is there.
"Where can I go from your Spirit?
Where can I flee from your presence?
If I go up to the heavens, you are there;
if I make my bed in the depths, you are there." -Psalm 139:7-8
Journal Sentence: Most marine animals live in the upper zones of the ocean.
Geography:
West Africa Due 1/29; There are 16 countries in West Africa, and many of them are small and hard to pinpoint on our map. For this assessment, then, I would like the students to focus on learning the names of all the countries in the song and be able to sing or say them in front of the class. Pointing to the countries will be optional for this map.
Memory Work:
Quarter 3 poem: A Child's Prayer will be due 3/10. This poem is a great starting point for a dialogue with our Heavenly Father, and a sweet reminder of His gentle care.
Books of the Old Testament: Genesis- Job due 3/12. Here is a link to the song we practice in class. The Old Testament will take the rest of the school year to master. This quarter we will focus on Genesis through Job. As always, if you or your child are already familiar with a different song, I'll assess that no problem, as long as the books are said in order.
