June and Summer Review
Phonics Rules For Summer Review
1. If a word or syllable has only one vowel and it comes at the beginning or a word, the vowel is usually short.
These are called VC words. For example: an, ant, end, in, up, on, ox
2. If a word or syllable has only one vowel and it comes between two consonants, the vowel is usually short.
These are called CVC words.
For example:
short a in fast, bat, cap, rack, hand
short i in sit, mitt, milk, lips, sink
short e in jet, men, web, tent, belt
short o in pop, box, lock, hot, rock
short u in run, lunch, bus, duck, tub
3. When a syllable ends in a silent “e”, the silent “e” is a signal that the vowel in front of it is long. This is often
called the magic e or the bossy e.
For example: make, kite, rope, use.
4. Vowel Pairs: If a syllable or one syllable word has two vowels, the first vowel usually stands for the long sound,
and the second vowel is silent. These are often called vowel digraphs.
For long a the letters a__e, ai, and ay all stand for the long a sound. word examples: away, face, play, wait, game, rain.
For long i the letters i__e and ie can stand for the long i sound. word examples: bike, bite, pie, lie, tie, nine, line
For long u the letters u__e, ui, and ue can all stand for the long u sound. word examples: blue, glue, tube, flute, suit,
For long o the letters o__e, ow, oe, and oa can all stand for the long o sound. word examples: bone, nose, own, bowl, toe,
coat, foal,
For long e the letters ea and ee can stand for the long e sound. word examples: jeans, seat, beak, east, jeep,
beet, seed, team
5. Consonant Digraphs: When two or more consonants are joined together and form a new sound, they are called
a consonant digraph.
Initial digraphs: ch, sh, th, thr, ph, wh, ck, kn, wr
Final digraphs: ch, ng, sh, th, tch
6. Syllables: Many words are made of small parts called syllables. Each syllable has one vowel sound.
*Closed syllable- can only have one vowel and it is followed by one or more consonants. The vowel sound is
always short. For example: last, napkin
*exceptions of this rule are ind, ild, old, olt and ost words.
*Open syllable-can only have one vowel sound which is the last letter in the syllable. The vowel sound is long.
For example: hi, sky, skyline, me, etc.
7. Compound Word: is made up of two or more words joined together to make a new word. For ex: granddad.
8. R-controlled Vowels: A vowel followed by an “r” stands for a special sound that is neither long nor short.
R-controlled vowels are: ar, er, ir, or, ur
9. Vowel Digraphs: A vowel digraph is two vowels or a vowel followed by a “w” that produce one vowel sound.
The vowel sound can be long or short, or have a special sound of its own.
Vowel digraphs are: ai, au, aw, ay, ea, ee, ei, ew, ie, oa, oo, ou, ow
10. Initial consonant Blends: A consonant blend is two or more consonants that come together in a word. Their
sounds blend together, but each sound is heard. Initial consonant blends are:
S blends: sc, sm, st, sk, sn, sw, sl, sp
L blends: bl, gl, cl, pl,fl
R blends: br, fr, tr, cr, gr, dr, pr
11. Final Consonant Blends: Come at the ends of words.
Final consonant blends are:
S blends: sk, sp, st
L blends: ld, lf, lk, lp, lt
N blends: nd, nk, nt
other blends: ft, mp, pt, rt
1. If a word or syllable has only one vowel and it comes at the beginning or a word, the vowel is usually short.
These are called VC words. For example: an, ant, end, in, up, on, ox
2. If a word or syllable has only one vowel and it comes between two consonants, the vowel is usually short.
These are called CVC words.
For example:
short a in fast, bat, cap, rack, hand
short i in sit, mitt, milk, lips, sink
short e in jet, men, web, tent, belt
short o in pop, box, lock, hot, rock
short u in run, lunch, bus, duck, tub
3. When a syllable ends in a silent “e”, the silent “e” is a signal that the vowel in front of it is long. This is often
called the magic e or the bossy e.
For example: make, kite, rope, use.
4. Vowel Pairs: If a syllable or one syllable word has two vowels, the first vowel usually stands for the long sound,
and the second vowel is silent. These are often called vowel digraphs.
For long a the letters a__e, ai, and ay all stand for the long a sound. word examples: away, face, play, wait, game, rain.
For long i the letters i__e and ie can stand for the long i sound. word examples: bike, bite, pie, lie, tie, nine, line
For long u the letters u__e, ui, and ue can all stand for the long u sound. word examples: blue, glue, tube, flute, suit,
For long o the letters o__e, ow, oe, and oa can all stand for the long o sound. word examples: bone, nose, own, bowl, toe,
coat, foal,
For long e the letters ea and ee can stand for the long e sound. word examples: jeans, seat, beak, east, jeep,
beet, seed, team
5. Consonant Digraphs: When two or more consonants are joined together and form a new sound, they are called
a consonant digraph.
Initial digraphs: ch, sh, th, thr, ph, wh, ck, kn, wr
Final digraphs: ch, ng, sh, th, tch
6. Syllables: Many words are made of small parts called syllables. Each syllable has one vowel sound.
*Closed syllable- can only have one vowel and it is followed by one or more consonants. The vowel sound is
always short. For example: last, napkin
*exceptions of this rule are ind, ild, old, olt and ost words.
*Open syllable-can only have one vowel sound which is the last letter in the syllable. The vowel sound is long.
For example: hi, sky, skyline, me, etc.
7. Compound Word: is made up of two or more words joined together to make a new word. For ex: granddad.
8. R-controlled Vowels: A vowel followed by an “r” stands for a special sound that is neither long nor short.
R-controlled vowels are: ar, er, ir, or, ur
9. Vowel Digraphs: A vowel digraph is two vowels or a vowel followed by a “w” that produce one vowel sound.
The vowel sound can be long or short, or have a special sound of its own.
Vowel digraphs are: ai, au, aw, ay, ea, ee, ei, ew, ie, oa, oo, ou, ow
10. Initial consonant Blends: A consonant blend is two or more consonants that come together in a word. Their
sounds blend together, but each sound is heard. Initial consonant blends are:
S blends: sc, sm, st, sk, sn, sw, sl, sp
L blends: bl, gl, cl, pl,fl
R blends: br, fr, tr, cr, gr, dr, pr
11. Final Consonant Blends: Come at the ends of words.
Final consonant blends are:
S blends: sk, sp, st
L blends: ld, lf, lk, lp, lt
N blends: nd, nk, nt
other blends: ft, mp, pt, rt
Do you know the 6 syllable types? They are:
Finding the Number of Syllables in a Word An important first step in dividing up a word into its syllables is knowing how many syllables the word has. You may already know that 1 vowel sound = 1 syllable. If a word has 3 vowel sounds, for example, then it has 3 syllables. |
Readers and Writers Workshop
I am very happy to say that all the children in Class 315 are reading at or above grade level. It is very important over the summer for your child to practice his/her reading skills to avoid attrition (summer slide). Your Raz-Kid account will automatically move up reading levels as your child passes his/her assessment. Below is an excerpt from an article from the Scholastic website.
What Is Leveled Reading?
By Gay Su Pinnell
What Are Some Criteria for Leveling Books?
No single aspect or characteristic of text can be used to evaluate reading material. In placing a text along a gradient of difficulty, many factors are considered.
http://www.scholastic.com/bookwizard/
What Is Leveled Reading?
By Gay Su Pinnell
What Are Some Criteria for Leveling Books?
No single aspect or characteristic of text can be used to evaluate reading material. In placing a text along a gradient of difficulty, many factors are considered.
- Length — Consider the number of pages, the number of words, and the number of lines on the page. Books for beginners will have just one or two lines on a page.
- Layout — Beginners need texts with a large font and clear spaces between words and lines. Sentences begin on the left and print is clearly separated from pictures. In more complex books, sentences begin in the middle of lines or are carried over onto the next page. Fonts become smaller.
- Structure and Organization — Early books have simple plots and some repetition. Some books use repeating episodes or complex plots organized chronologically. As books become more challenging, more interpretation will be needed.
- Illustrations — Easier books provide pictures to support the reader in gaining meaning and solving words. Picture support gradually decreases as you move up the gradient of difficulty.
- Words — Beginning books use high-frequency words, text with regular spelling words, and content words reinforced by pictures. More challenging texts use multi-syllabic words and a wider range vocabulary to express meaning.
- Phrases and Sentences — The gradient begins with very simple sentences and goes on to include longer, more complex sentences with embedded clauses.
- Literary Features — Consider the complexity of the ideas. What must readers understand about the characters, setting, and plot to read this book with understanding? Literary features such as flashbacks or metaphors may introduce a challenge.
- Content and Theme — Books for young children will focus on topics and themes that are familiar to them. Complexity gradually increases to ideas and topics that children would not experience in everyday lives. Some sophisticated themes require maturity for understanding and may mean that a book is more challenging, even if other factors make it seem easy.
http://www.scholastic.com/bookwizard/
Readers Workshop - Narrative Account
Guidance and support are an integral part of developmentally appropriate practice. As children are gaining mastery of the standards in kindergarten, some students may require support to demonstrate skills.
NYS Next Generation Kindergarten Reading Standards (Literary and Informational Text)
Key Ideas and Details
KR1: Develop and answer questions about a text. (RI&RL)
KR2: Retell stories or share key details from a text. (RI&RL)
KR3: Identify characters, settings, major events in a story, or pieces of information in a text. (RI&RL)
Craft and Structure
KR4: Identify specific words that express feelings and senses. (RI&RL)
KR5: Identify literary and informational texts. (RI&RL)
KR6: Name the author and illustrator and define the role of each in presenting the ideas in a text. (RI&RL)
Integration of Knowledge and Ideas
KR7: Describe the relationship between illustrations and the text. (RI&RL)
KR8: Identify specific information to support ideas in a text. (RI&RL)
KR9: Make connections between self, text, and the world. (RI/RL
NYS Next Generation Kindergarten Reading Standards (Literary and Informational Text)
Key Ideas and Details
KR1: Develop and answer questions about a text. (RI&RL)
KR2: Retell stories or share key details from a text. (RI&RL)
KR3: Identify characters, settings, major events in a story, or pieces of information in a text. (RI&RL)
Craft and Structure
KR4: Identify specific words that express feelings and senses. (RI&RL)
KR5: Identify literary and informational texts. (RI&RL)
KR6: Name the author and illustrator and define the role of each in presenting the ideas in a text. (RI&RL)
Integration of Knowledge and Ideas
KR7: Describe the relationship between illustrations and the text. (RI&RL)
KR8: Identify specific information to support ideas in a text. (RI&RL)
KR9: Make connections between self, text, and the world. (RI/RL
Writers Workshop - Narrative Account
In Writers Workshop we will finish the year with Narrative Account.
Students are using a checklist and rubric to write to chose and write about something they learned in kindergarten.. Each child has chosen a specific topic to write about. Each narrative account will include an introduction, body, and a conclusion. We began this process by using a graphic organizer to brainstorm different topics we learned about in kindergarten.
NYS Standards - Student will be able to write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Glossary for Narratives
Coherence – The arrangement of ideas in such a way that the reader can easily move from one point to another. When all ideas are arranged and connected, a piece of writing has coherence.
Context - The set of facts or circumstances surrounding an event or a situation in a piece of literature.
Elaboration – The words used to describe, persuade, explain, or in some way support the main idea; to be effective, details should be vivid, colorful, and appealing to the senses. Details can be descriptive, sensory, and/or reflective.
Focus – The concentration on a specific topic to give it emphasis or clarity.
Pacing – The rate of movement and action of the story. The story may take a long time to build to the climax or end abruptly.
Tone – The overall feeling or effect created by a writer’s attitude and use of words. This feeling may be serious, mock-serious, humorous, sarcastic, solemn, objective, etc.
Topic – The specific subject covered in a piece of writing.
Voice – The style and quality of the writing. Voice portrays the author’s personality or the personality of a chosen persona. A distinctive voice establishes personal expression and enhances the writing.
Students are using a checklist and rubric to write to chose and write about something they learned in kindergarten.. Each child has chosen a specific topic to write about. Each narrative account will include an introduction, body, and a conclusion. We began this process by using a graphic organizer to brainstorm different topics we learned about in kindergarten.
NYS Standards - Student will be able to write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Glossary for Narratives
Coherence – The arrangement of ideas in such a way that the reader can easily move from one point to another. When all ideas are arranged and connected, a piece of writing has coherence.
Context - The set of facts or circumstances surrounding an event or a situation in a piece of literature.
Elaboration – The words used to describe, persuade, explain, or in some way support the main idea; to be effective, details should be vivid, colorful, and appealing to the senses. Details can be descriptive, sensory, and/or reflective.
Focus – The concentration on a specific topic to give it emphasis or clarity.
Pacing – The rate of movement and action of the story. The story may take a long time to build to the climax or end abruptly.
Tone – The overall feeling or effect created by a writer’s attitude and use of words. This feeling may be serious, mock-serious, humorous, sarcastic, solemn, objective, etc.
Topic – The specific subject covered in a piece of writing.
Voice – The style and quality of the writing. Voice portrays the author’s personality or the personality of a chosen persona. A distinctive voice establishes personal expression and enhances the writing.
Math
Science
Essential Question: How and why do we collect weather data?
Unit Overview: This year-long unit, which culminates in unit four, “Our Weather,” is intended to introduce students to data collection and pattern analysis. Students observe and document daily weather patterns, explaining what they notice in terms of sunny, cloudy, windy, rainy, warm, cool, and hot, as well as the number of said days over given time periods. The expectation of this unit is to establish daily routines and expectations to be followed over the course of the year. |
Social Studies
Essential Question: How families the same and different?
The School and Classroom Community
The Family Structure K.2a, K.2b, K.2c, K.3b
■ Families are important
■ Families are made up of members
■ Families can have a variety of structures (immediate and extended family)
■ Families are diverse
■ Family members may or may not live together
■ Families work together to solve problems
■ Families have diverse cultures and customs
■ Families share customs, beliefs, and values
■ Families celebrate in different ways
■ Families celebrate important days together (birthdays, Mother’s Day, etc.)
K.9 People have economic needs and wants. Goods and services can satisfy people’s wants. Scarcity is the condition of not being able to have all of the goods and services that a person wants or needs. (Standard 4) Family Economic Needs and Wants K.9a, K.9b, K.9c
■ Family members have different jobs and responsibilities
■ Family members care for and help each other
■ Families have basic needs and wants (safety, economic decisions, etc.)
■ Family members rely on each other
■ Family members make choices to meet their needs and wants
■ Families plan for the future (schooling, finances, etc.)
K.8 The past, present and future describe points in time and help us examine and understand events. (Standards 1, 2) Family History K.8a, K.8b
■ All families have a history or past
■ Families recount events using sequence words (first, yesterday, last year, etc.)
■ Families change over time
■ Family history can be shared (names, family trees, letters, old photographs, etc.)
■ Family histories can be recorded
■ Families have a cultural heritage
■ Family histories may have started in other states/countries
■ Family stories are passed down from one generation to another
■ Families share folktales, legends, oral histories, and music
■ Families have traditional foods/recipes that reflect their culture
■ Families share traditions responsibilities
Vocabulary introduced:
Calendar - a chart that shows days, weeks, and months in a year
Change - to become or make different
Choices - what people pick instead of something else
Custom - a group's way of doing something
Family- a group of people that are related to each other
Family Tree - a chart that shows people in a family
History - a story about the past
Member- a person who belongs to a group
Money - coins and bills used to pay for things
Recorded - written down
Rely- to depend on or trust
Urban - in the city
The School and Classroom Community
The Family Structure K.2a, K.2b, K.2c, K.3b
■ Families are important
■ Families are made up of members
■ Families can have a variety of structures (immediate and extended family)
■ Families are diverse
■ Family members may or may not live together
■ Families work together to solve problems
■ Families have diverse cultures and customs
■ Families share customs, beliefs, and values
■ Families celebrate in different ways
■ Families celebrate important days together (birthdays, Mother’s Day, etc.)
K.9 People have economic needs and wants. Goods and services can satisfy people’s wants. Scarcity is the condition of not being able to have all of the goods and services that a person wants or needs. (Standard 4) Family Economic Needs and Wants K.9a, K.9b, K.9c
■ Family members have different jobs and responsibilities
■ Family members care for and help each other
■ Families have basic needs and wants (safety, economic decisions, etc.)
■ Family members rely on each other
■ Family members make choices to meet their needs and wants
■ Families plan for the future (schooling, finances, etc.)
K.8 The past, present and future describe points in time and help us examine and understand events. (Standards 1, 2) Family History K.8a, K.8b
■ All families have a history or past
■ Families recount events using sequence words (first, yesterday, last year, etc.)
■ Families change over time
■ Family history can be shared (names, family trees, letters, old photographs, etc.)
■ Family histories can be recorded
■ Families have a cultural heritage
■ Family histories may have started in other states/countries
■ Family stories are passed down from one generation to another
■ Families share folktales, legends, oral histories, and music
■ Families have traditional foods/recipes that reflect their culture
■ Families share traditions responsibilities
Vocabulary introduced:
Calendar - a chart that shows days, weeks, and months in a year
Change - to become or make different
Choices - what people pick instead of something else
Custom - a group's way of doing something
Family- a group of people that are related to each other
Family Tree - a chart that shows people in a family
History - a story about the past
Member- a person who belongs to a group
Money - coins and bills used to pay for things
Recorded - written down
Rely- to depend on or trust
Urban - in the city
PS 205 Website |
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Book Sites |
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