Coming Soon:
Please spend enough time on each number bond this week that your child begins to commit them to memory. These are foundational number sense principles that will provide a strong building base for everything that is to come in math. The "Best Friends that Make Ten" handout in your Math tab in your binder is a visual resource you can use to practice the number bonds for 10. You can even let your student draw their own rainbow as they become familiar with the "friends of 10."
In addition to the Singapore lessons on number bonds, each child will be using cubes to explore number bonds and record their discoveries in their Number Bonds Book. We will complete number bonds for numbers 1-5 in class on Tuesday, so you will be able to see what the finished pages for those look like before you tackle bonds for the number 6 on Wednesday. The idea behind this is that rather than tell students, "6 cubes can be broken up into 4 cubes and 2 cubes," we want to let them discover that organically for themselves. Give them access to two different colors of cubes and tell them you want them to make a line (or tower) of 6, then let them come to the conclusion that they could use 4 green and 2 blue, or 2 green and 4 blue, or 3 green and 3 blue, etc. This thinking process is much deeper and more valuable for students than just hearing someone tell them the information.
One last note: the Singapore HIG will show 4 different number bonds for 6 (see top of pg 11), while the Number Bonds Book will show 7 of them. Singapore is assuming that you are using 6 cubes of the same color and breaking them up into parts, so in their case, 1 and 5 looks the same as 5 and 1. Therefore, they list it only once. Instead, I would like you to give your student access to two colors of cubes as I detailed above. When you do that, they will discover they can make 6 using 1 green and 5 blue OR 5 green and 1 blue (and so forth with the other number bond pairs). Therefore, those are shown separately and should be filled out separately in the Number Bonds Book.
**Please return Number Bonds Book in folder each day until the book is completed**
Reading and Spelling Review:
We're jumping into review of phonogram (yellow), sound (red), and rule (blue) cards that were learned in kindergarten. If you are new to this program or if your child has forgotten over the summer some of what they learned last year, please work diligently with them to solidify these sounds and rules in their minds. We will be moving on and adding new cards in the near future, so take this time to hone in on cards that need daily practice.
During this review period, I've tried to align reading and spelling lessons where I can. On days when you're covering the same phonogram in both reading and spelling, I've only assigned spelling dictation (written in Spelling Journal) and not reading dictation. On days when you're reviewing different phonograms in reading and spelling, there will be dictation for both. Spelling dictation is written in the Spelling Journal, and for these review OPG lessons, reading dictation can be done on a white board. It does not need to be turned in. In a few weeks when we finish reviewing and begin learning new OPG lessons, reading dictation will be written on the OPG Dictation Pages in the white school binder.
We will begin the Sounds First Phonemic Awareness Program lessons this week. Click this link and scroll down to Grade 1, Weeks 1-10 to access the PDF. Your first lesson on your home day will be Week 1, Day 2, but you will likely want to look back to Week 1, Day 1 for directions on how to do the "Cut Off a Sound" exercise. The videos at this link (scroll down to the middle of the page) are especially helpful. Note that the page numbers I list on the blog are referring to the page numbers on the actual document, not the page numbers your PDF reader may assign.
Reminder when you are practicing phonogram and sound cards with your child- the vowels have at least 2 sounds each. Make sure your student knows all of the sounds for each vowel!
When you see the instruction in AAS to use a dictation notebook, the work should be done in the Spelling Journal. Dictation means you will say the sound or word(s) to your child and they will spell them on their own. Be sure to pronounce for spelling and enunciate each syllable clearly. This is an opportunity to see if they can put into practice the phonics we are teaching them. For mistakes in dictation done at home, reteach and have your student correct their work before you conclude your lesson for the day. When we do dictation in class, please double check it the following day at home for accuracy and reteach what your student missed.
Grammar:
When you're asked to read a poem from FLL, just use the instructions as a framework and reminder to work on memorizing "Persevere." You may choose to read "The Caterpillar" a couple of times out loud to give your student a chance to absorb this piece of art and capture just the right inflection. Then you may choose to discuss it as art. Your child will appreciate your wanting to know his thoughts. In turn and to set an example, share your thoughts. This is primarily about instilling a love and joy for language, but do encourage your child to use complete sentences.
What kind of feeling does this poem give you?
Do you have any favorite words?
Are there any words you don't understand? (build vocabulary)
Are there any rhyming words?
Were there any surprising parts?
What do you think is happening here?
Science:
"Go to the ant, you sluggard; consider its ways and be wise!!" - Prov. 6:6 (NIV)
We delve deeper into the world of Arthropods this week. We will be marveling at how God created these creatures in very specific ways with very unique characteristics. Though insects can really "bug" us at times, we really couldn't live with out them!
Journal sentence: Insects are important to our world. (Write this sentence for your student to copy into their Science Journal. They can draw a picture in the blank space at the top of the page if they like.)
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| Anthrax Fevestrata, by Edward Detmold |
History:
This week we discuss the earliest nomads and their way of life, and how they transitioned to villages and farming. In class, we'll read a selection by Jan Brett of The Gingerbread Man fame about a nomadic little boy and his new friend in The First Dog.
As you read the Story of the World text at home, check in with your child every few paragraphs to see if they can retell what you've read to them in their own words (oral narration).
Chapter 2 journal entry: Narmer was the first king of Egypt. (Write this sentence for your student to copy into their History Journal. They can draw a picture in the blank space at the top of the page if they like.)
Geography:
Follow these links to a Map & Song and Game to help learn all the continents and oceans. Your student will stand in front of the class and sing or recite the Continents and Oceans by memory while pointing to them on a map on Sept 10th.
While there are many great reasons why learning the geography of our world is important, your child should remember from our conversation that the most important reason is to help us pray for the gospel to be shared mightily with unbelievers in every part of the world.
