March 9-March 13
Phonics
This week in phonics, students focused on the “ay” vowel team, which makes the long A sound. We practiced reading and spelling words such as play, day, and stay. Students learned that the “ay” pattern is most often found at the end of a word, and we looked for it during reading and writing activities throughout the week. On Thursday, students completed their spelling test on the “ay” pattern. The test will be sent home on Monday for you to review together. If there are any words that were a bit challenging, a little extra practice at home can be helpful. Reading the words out loud, writing them a few times, or using them in a simple sentence are all great ways to build confidence and reinforce the pattern.
Next week in phonics, students will be learning about three vowel teams that can make the long E sound: “ee,” “ea,” and “ey.” We will practice reading and spelling words with these patterns, such as see, tree (ee), eat, beach (ea), and key, monkey (ey). Students will explore how different letter combinations can make the same long E sound in words. During our lessons, we will work on recognizing these patterns while reading and using them during writing activities. We will also talk about where these patterns are often found in words. For example, “ee” and “ea” are usually found in the middle of words, while “ey” is often seen at the end. Students will practice these patterns through reading games, word work, and spelling practice throughout the week. Encouraging your child to notice these patterns while reading at home or practicing a few example words together can be a great way to support their learning. A new Roll and Read sheet with words that include the “ee,” “ea,” and “ey” patterns has been sent home. Spending just a few minutes each day reading and reviewing these words can really help strengthen your child’s confidence and fluency with the long E sound. Our next spelling test on these patterns will take place after Spring Break on Thursday, April 2nd. This gives students plenty of time to practice and become familiar with the words. Thank you for supporting your child’s learning at home!
- Can you think of a word that has the “ay” pattern and the long A sound?
- Where in a word do we usually see “ay”?
- Can you use an “ay” word in a sentence?
Literacy
This week, we continued learning about adverbs in class. Students reviewed that adverbs are words that describe a verb and give us more information about how, when, where, or how many. For example, in the sentence “He spoke softly,” the word softly tells how he spoke. In “She ate cookies three times that day,” the word three tells how many times the cookies were eaten, showing that numbers or amounts can also act as adverbs.
Ask your child the following questions:- Can you tell me a sentence that uses an adverb ending in -ly?
- Can you find an adverb that tells how many things happened in a sentence?
- Can you make a sentence using an adverb that tells how something happened?
- If you have 8 pieces of candy and give away 3, what fraction did you give? What fraction do you have left?
- A basket has 10 apples. You give 4 apples to a friend. What fraction of the apples did you give away? What fraction remains in the basket?
- If a chocolate bar is divided into 6 equal pieces and you eat 2 pieces, what fraction of the chocolate bar did you eat? What fraction is left?
- Go to healthyhunger.ca
- Log into you existing account or create a new one.
- Add your child’s information in the “add child” box – name, province, city, school, grade and class.
- All Fun Lunches will then populate – select the order now button!
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