Friday, May 26- NERF Tournament @ Glad Tidings Church (please note the revised date)
Math:
When you teach HIG pg 89, remember there is another method we have taught students to use in addition to the two listed. In their example of 73-5, they teach: 1) break 73 into 60 and 13, then subtract 13-5 and add the difference (8) to the 6 tens for a total of 68; or 2) break 73 into 70 and 3, then subtract 70-5 and add the difference (65) to the 3 ones for a total of 68. The 3rd strategy is to break the 5 into 3 and 2, then subtract 73-3 to get down to 70, then subtract 70-2 for a total of 68. ANY of these strategies is just as good as the others! Whichever makes the most sense to your student's way of thinking is the one they should use.
This week we will finish our current unit with subtracting double digit numbers. Take your time. Allow your child to use manipulatives to build and rearrange numbers to visualize what is happening when working these subtraction problems. Don't gloss over this step! Their concrete understanding is KEY to them being able to move on to mentally manipulating numbers confidently rather than simply following a procedure as many of us were taught to do as children. Continue to check over WB pages covered in class for completion and understanding.
For the remainder of the school year, our lessons will cover money. Pay close attention to the assigned page numbers this week, as I have split one of the lessons into two days for better understanding. Let the students experience using physical money (either real or play coins & bills) for TB and WB exercises whenever possible! You may find that using a 100 chart to add values of coins can be helpful (click here for a video showing this method).
Reading:
This week we'll continue in OPG with r-controlled vowels, moving on to the /ôr/ sound. Remember that with dictation for reading lessons, we are aiming to make a multisensory connection in the brain between the sounds and the letters in the words. We are not expecting the students to know the rules yet for when to use OR vs OUR for the /ôr/ sound, so it is absolutely fine and even necessary to tell your student, "Spell 'court,' and use the OUR phonogram when you spell the /ôr/ sound."
Also note, when you teach OUR in OPG Lesson 159, the phonogram card only lists one sound, the sound of /er/ as in journey. Go ahead and pencil in /or/ as in four as another sound for OUR.
I'm excited for the students to read this week's SPIRE decodable reader, "The Humpback Whale." It will be mostly decodable for the students. There are several multisyllable words that will enable them to practice dividing the word into syllables, identifying the syllable type, decoding each syllable, and finally blending the syllables together to decode the entire word. If you need a refresher on how to guide your student through that process, reference the Reading section in the Week 26 blog or the syllable reference sheets in the Language Arts tab of your binder. Students will encounter r-controlled vowels in this reader, which we have covered in AAS and are just introducing in OPG. There are also several inflectional endings and suffixes (es, ed, ly, ful) that we have not taught the students, so please monitor your student's reading and give them the sounds for those endings that they will be learning about next year.
If you choose to work ahead on next Monday's assignment, your student will be reading the Flyleaf reader "Junk?". You will need to guide your student in decoding "collect" using the 4th sound of o instead of it's short sound as they would expect in a closed syllable. Also, since we have not taught the "sure" ending, you will need to give that sound to your student when they decode "treasure."
Decodable words in "Building New Walls" from the Early Reader's Bible (sight words in parenthesis): New, walls, for, the, king, but, (one), day, sad, why, (are), you, so, long, tore, down, my, (said), they, (what), do, want, me, to, do, please, let, go, home, (build), may, went, he, found, some, did, not, like, this, his, (have), (was), something, that, God, him, came, see, helping
Decodable words in "Esther is a Brave Queen" from the Early Reader's Bible (sight words in parenthesis): Is, a, brave, queen, a, man, came, to, see, Queen, someone, wants, kill, the, man, (said), what, can, I, do, ask, king, to, help, us, but, (could), not, this, she, time, must, me, him, be, want, her, went, did, he, (what), for, please, help, my, bad, them, will, too, not, like, so, now, they, that
Phonogram Game Ideas
Practice App
Composition:
Custom Handwriting Practice Sheets
Spelling:
Congratulations on completing AAS Level 2! Step 25 is the last spelling lesson of the year. The remainder of the year will be review.
Geography:
Since we have successfully learned the names of each African country, now students can use this interactive online map to review all the countries of Africa. Have the maps and songs ready to help them as they play!
History:
Here are some questions for discussion as you teach SotW Chapter 37-38: How was Jesus different from all of the other religious leaders we've learned about in our history lessons? Why was Jerusalem such a special place for Jewish people? What happened to the Jewish temple when the Romans attacked it? Why did the Romans choose to destroy the temple? Journal sentence: When their temple was destroyed, the Jews were forced out of Jerusalem.
Science:
G&B/MB Lesson 13- Animal Report: Pick any animal from G&B/MB and write a report using the form that was sent home. This report form is included in your textbook as well, but I provided a hard copy so your student would not have to write in your textbook. Students should use neat handwriting and write in complete sentences, including proper capitalization and punctuation. All words should be spelled correctly. If your child needs to spell a word that has not been taught, please have them copy the correct spelling. There will not be an oral component to this assignment. The report is due by Thursday, 5/4.
Memory Work:
Quarter 4 poem: Rock of Ages will be due next week, 5/2. Here is a link to the song that we practice in class. This artist does substitute "commands" for "demands" in the 2nd stanza, so I will accept either of those words as correct.
