 8:40 – 9:40 Math  9:45 – 10:25 Special  10:30 – 11:05 Writing  11:10 – 11:40 Lunch  11:45 – 12:10 Recess  12:15 – 12:40 Science/Social Studies  12:45 – 1:00 Snack  1:05 – 2:00 Reading  2:00 – 2:25 Fundations

 Monday – Gym  Tuesday – Library  Wednesday – Gym  Thursday – Music  Friday - Art

 What should you do when you pick up a brand new book? 1. Look a the picture on the cover 2. Go for a picture walk  Looking at all the pictures in the book, not the words 3. Make a prediction about what the story is going to be about. 4. Then start to read!

 One-to-one matching of every word – even if it is not the correct word.  Pointing to every word as they read.  Using the picture to help figure out tricky words.  Retell what happened at the end of the story.  Answering some who, what, where, when, why, how questions at the end of the story.  Follow pattern across the pages.  SIGHT WORDS, SIGHT WORDS, SIGHT WORDS

 One-to-one matching of every word – just about every word correct.  Pointing to every word as they read.  Using the first letter of the word and the picture to figure out tricky words.  Retell what happened at the end of the story.  Answering some who, what, where, when, why, how questions at the end of the story.  Follow a changing pattern across the pages.  SIGHT WORDS, SIGHT WORDS, SIGHT WORDS

 One-to-one matching of every word – allows for 1-2 mistakes.  Pointing is not necessary but encouraged.  Using the first and last letter of the word and the picture to figure out tricky words.  Retell what happened at the end of the story.  Answering some who, what, where, when, why, how questions at the end of the story.  There is no pattern in most Level C books.  Which means…

 SIGHT WORDS › SIGHT WORDS  SIGHT WORDS  Any thing you can do to practice sight words every day is key! Post them around the house and make it a game for the whole family to ‘read’ them when they walk by them.

 You do not have to ask these questions every time they read independently or even ask every question. Aim to ask 3 questions 2-3 times per week – and mix it up!  These are questions to help with reading comprehension and to help children slow down and digest what they are reading.

 What happened in the story?  Who is the main character in your book? Who are the other important characters in the book?  What do you think would happen next in the story? What in the book makes you think that?  What happened at the beginning of the book? At the middle? At the end?

 Please see grid…

 Writing process… › Think, plan, sketch, write  Think – Think of a story across three fingers. Beginning, middle, end.  Plan - Point to each page to ‘plan’ the story before actually ‘writing’ anything.  Sketch - Sketch a picture across each page before writing any sentences. This is a quick sketch, not many details.  Write – Begin by labeling the picture. Children should be labeling ALL pictures until they can read their own writing.

 Let them label the house!  Using pictures from coloring books, have them label what they see.  Put words all around the house.  Using a food store ad or magazine, let them cut out pictures and ‘label’ them.

 While writing is new for many of the children, we want to encourage them to write as much as possible.  If a child is stretching out a word, and they ‘hear’ a sound that is incorrect, do not correct them. Let them write down the sounds that they hear. › For example: If they want to stretch out the word “chair” and they say /t/, let them write down the letter t. We are working on learning our letter sounds.  If they are trying to stretch out a sight word, show them where the word is on their word wall, or write it down for them.

 Please see chart…