Tim
eM
onda
yTu
esda
yW
edne
sday
Thur
sday
Frid
ay
8:00
Lear
ning
War
m-U
p -P
ract
ice
read
ing
all
sight
wor
d fla
sh c
ards
(s
et 7
). -C
ut o
ut se
t 8, p
g. 1
an
d pr
actic
e re
adin
g 3
times
. -F
or e
ach
wor
d co
mpl
ete
the
follo
win
g ta
sks:
-S
ay th
e w
ord.
-U
se th
e w
ord
in a
sen
tenc
e or
ally.
-T
race
the
lett
ers
on th
e fla
shca
rd
sayi
ng th
e na
me
of e
ach
lett
er, t
hen
read
the
wor
d.
-Writ
e th
e w
ord
on th
e ba
ck
of th
e fla
shca
rd.
Lear
ning
War
m-U
p -P
ract
ice
read
ing
sight
wor
d fla
sh c
ards
(s
et 8
, pg.
1).
-Cut
out
set 8
, pg.
2
and
prac
tice
read
ing
3 tim
es.
-For
eac
h w
ord
com
plet
e th
e fo
llow
ing
task
s:
-Say
the
wor
d.
-Use
the
wor
d in
a s
ente
nce
oral
ly.
-Tra
ce th
e le
tter
s on
the
flash
card
sayi
ng
the
nam
e of
eac
h le
tter
, the
n re
ad th
e w
ord.
-W
rite
the
wor
d on
the
back
of
the
flash
card
.
Lear
ning
War
m-U
p -P
ract
ice
read
ing
sight
wor
d fla
sh c
ards
(s
et 8
, pag
es 1
& 2
). -C
ut o
ut se
t 8, p
g. 3
an
d pr
actic
e re
adin
g 3
times
. -F
or e
ach
wor
d co
mpl
ete
the
follo
win
g ta
sks:
-S
ay th
e w
ord.
-U
se th
e w
ord
in a
se
nten
ce o
rally
. -T
race
the
lett
ers
on th
e fla
shca
rd sa
ying
th
e na
me
of e
ach
lett
er, t
hen
read
the
wor
d.
-Writ
e th
e w
ord
on th
e ba
ck
of th
e fla
shca
rd.
Lear
ning
War
m-U
p -P
ract
ice
read
ing
sight
wor
d fla
sh c
ards
(set
8,
page
s 1, 2
, & 3
).
-Cut
out
set 8
, pg.
4
and
prac
tice
read
ing
3 tim
es.
-For
eac
h w
ord
com
plet
e th
e fo
llow
ing
task
s:
-Say
the
wor
d.
-Use
the
wor
d in
a
sent
ence
ora
lly.
-Tra
ce th
e le
tter
s on
the
flash
card
sayi
ng
the
nam
e of
eac
h le
tter
, the
n re
ad th
e w
ord.
-W
rite
the
wor
d on
the
back
of
the
flash
card
.
Lear
ning
War
m-U
p -P
ract
ice
read
ing
sight
wor
d fla
sh c
ards
(set
8).
How
man
y w
ords
can
you
read
in
3 m
inut
es?
2
min
utes
?
1 m
inut
e?
8:30
Read
ing
- Dai
ly R
eadi
ng
Com
preh
ensio
n Pr
actic
e
Jour
nal
-Rea
d bo
ok in
depe
nden
tly fo
r 15
min
utes
; Ret
ell t
he S
tory
to
a fr
iend
or f
amily
mem
ber
Read
ing
- Dai
ly R
eadi
ng
Com
preh
ensio
n Pr
actic
e
Jour
nal
-Rea
d bo
ok in
depe
nden
tly fo
r 15
min
utes
; Ret
ell t
he S
tory
to
a fr
iend
or f
amily
mem
ber
Read
ing
- D
aily
Rea
ding
Co
mpr
ehen
sion
Prac
tice
Jo
urna
l -R
ead
book
in
depe
nden
tly fo
r 15
min
utes
; Ret
ell t
he S
tory
to a
fr
iend
or f
amily
mem
ber
Read
ing
- D
aily
Rea
ding
Co
mpr
ehen
sion
Prac
tice
Jo
urna
l -R
ead
book
in
depe
nden
tly fo
r 15
min
utes
; Re
tell
the
Stor
y to
a fr
iend
or
fam
ily m
embe
r
Read
ing
- D
aily
Rea
ding
Co
mpr
ehen
sion
Prac
tice
Jo
urna
l -R
ead
book
inde
pend
ently
for
15 m
inut
es; R
etel
l the
Sto
ry to
a
frie
nd o
r fam
ily m
embe
r
9:30
Lang
uage
/ W
ritin
g -D
aily
Writ
ing
Prom
pt
Choo
se a
writ
ing
prom
pt fr
om th
e A
pril
Cale
ndar
and
resp
ond
in th
e M
y Fi
rst
Co
mpo
sitio
n Bo
ok
-The
Pre
fix u
n-
-Writ
ing
Prom
pts J
ourn
al
Lang
uage
/ W
ritin
g -D
aily
Writ
ing
Prom
pt
Choo
se a
writ
ing
prom
pt fr
om
the
Apr
il Ca
lend
ar a
nd re
spon
d in
the
My
Firs
t
Com
posit
ion
Book
-T
he P
refix
dis-
-W
ritin
g Pr
ompt
s Jou
rnal
Lang
uage
/ W
ritin
g -D
aily
Writ
ing
Prom
pt
Choo
se a
writ
ing
prom
pt fr
om th
e A
pril
Cale
ndar
and
resp
ond
in th
e M
y Fi
rst
Co
mpo
sitio
n Bo
ok
-Pre
fixes
dis-
, un-
-W
ritin
g Pr
ompt
s Jou
rnal
Lang
uage
/ W
ritin
g -D
aily
Writ
ing
Prom
pt
Choo
se a
writ
ing
prom
pt fr
om
the
Apr
il Ca
lend
ar a
nd re
spon
d in
the
My
Firs
t
Com
posit
ion
Book
-S
uffix
es -l
ess,
-ful
-W
ritin
g Pr
ompt
s Jou
rnal
Lang
uage
/ W
ritin
g -D
aily
Writ
ing
Prom
pt
Choo
se a
writ
ing
prom
pt fr
om
the
Apr
il Ca
lend
ar
and
resp
ond
in th
e M
y Fi
rst
Com
posit
ion
Book
-S
uffix
-er
-Writ
ing
Prom
pts J
ourn
al
Tim
eM
onda
yTu
esda
yW
edne
sday
Thur
sday
Frid
ay
10:0
0Br
ain
Brea
k Ch
oose
a M
ovem
ent &
M
indf
ulne
ss B
reak
Opt
ion
Brai
n Br
eak
Choo
se a
Mov
emen
t &
Min
dful
ness
Bre
ak O
ptio
n
Brai
n Br
eak
Choo
se a
Mov
emen
t &
Min
dful
ness
Bre
ak O
ptio
n
Brai
n Br
eak
Choo
se a
Mov
emen
t &
Min
dful
ness
Bre
ak O
ptio
n
Brai
n Br
eak
Choo
se a
Mov
emen
t &
Min
dful
ness
Bre
ak O
ptio
n
11:0
0LU
NCH
LUN
CHLU
NCH
LUN
CHLU
NCH
12:0
0Ph
onic
s -S
ound
Sor
t Ini
tial H
ard
& S
oft c
-L
ette
r c w
ith a
Har
d or
Sof
t So
und
Wor
kshe
et
-Rea
d De
coda
ble
Text
-Ha
rd/S
oft c
wor
ds S
tory
1
Phon
ics
The
Long
i So
und
w
ith H
ard
& S
oft c
w
ords
-R
erea
d De
coda
ble
Text
-Har
d/So
ft c
w
ords
Sto
ry 1
Phon
ics
Sort
ing
Out
Har
d &
Sof
t c
wor
ds
-Rea
d De
coda
ble
Text
-Har
d/So
ft c
wor
ds S
tory
2
Phon
ics
-Sou
nd S
ort H
ard
& S
oft c
-R
erea
d De
coda
ble
Text
-Ha
rd/S
oft c
wor
ds S
tory
2
Phon
ics
-Rea
d De
coda
ble
Text
-Har
d/So
ft c
wor
ds S
tory
3
12:3
0M
ath
Activ
ity:
Part
ition
Sha
pes i
nto
Halv
es
(16.
3 Re
teac
h)
Mat
h Ac
tivity
: Pa
rtiti
on S
hape
s int
o Ha
lves
(16.
3 M
ore
Prac
tice/
Hom
ewor
k)
Mat
h Ac
tivity
: Pa
rtiti
on S
hape
s int
o Fo
urth
s (1
6.4
Rete
ach)
Mat
h Ac
tivity
: Pa
rtiti
on S
hape
s int
o Fo
urth
s (1
6.4
Mor
e Pr
actic
e/Ho
mew
ork)
Mat
h Ac
tivity
: Pa
rtiti
on S
hape
s int
o Eq
ual
Shar
es a
nd D
escr
ibe
the
Shar
es
1:30
Brai
n Br
eak
Brai
n Br
eak
Brai
n Br
eak
Brai
n Br
eak
Brai
n Br
eak
2:00
Art
Wor
k on
Da
Vinc
i w
orks
heet
Mus
ic
Roll
a Rh
ythm
& p
lay
hom
emad
e dr
um
Art
Virt
ual v
isit t
o m
useu
m fo
r Da
Vin
ci
Mus
ic
Mak
e a
Hom
emad
e Pa
n Fl
ute
Art
Cont
inue
Pho
to Jo
urna
l
2:30
Scie
nce
Scie
nce
Jour
nal
Activ
ity/P
age
Scie
nce
Scie
nce
Jour
nal
Activ
ity/P
age
Scie
nce
Scie
nce
Jour
nal
Activ
ity/P
age
Scie
nce
Scie
nce
Jour
nal
Activ
ity/P
age
Scie
nce
Scie
nce
Jour
nal
Activ
ity/P
age
Indi
vidu
al S
uppo
rts
Plea
se re
fere
nce
the
“Hel
ping
You
r Chi
ld a
t Hom
e in
Rea
ding
” an
d “H
elpi
ng Y
our C
hild
at H
ome
in
Mat
h” d
ocum
ents
shar
ed a
s wel
l as t
he In
divi
dual
Sup
port
s pac
ket o
f inf
orm
atio
n fo
r add
ition
al
acce
ss to
indi
vidu
al st
uden
t sup
port
s as n
eede
d.
Engl
ish L
angu
age
Lear
ners
Plea
se re
fere
nce
the
Acad
emic
Enr
ichm
ent P
acke
t for
Eng
lish
Lang
uage
Lea
rner
s to
acce
ss
addi
tiona
l stu
dent
supp
orts
as n
eede
d.
Add
ition
al S
tude
nt S
uppo
rts:
Fam
ily a
nd S
tude
nt S
uppo
rts:
Plea
se re
view
fam
ily le
tter
s for
thes
e co
nten
t are
a as
signm
ents
: •
Lite
racy
•
Mat
h •
Scie
nce
•So
cial
Stu
dies
•
Art
•M
usic
Stud
ent L
earn
ing
Kits
Supp
lies:
rule
r, cr
ayon
s, p
enci
ls, g
lue
stic
ks, s
ciss
ors,
pap
er, m
arke
rs, c
ompo
sitio
n bo
ok
Mat
h: D
aily
Mat
h Pr
actic
e Jo
urna
l
Lite
racy
: Dai
ly In
tera
ctiv
e Re
adin
g Co
mpr
ehen
sion
Jour
nal,
Writ
ing
Prom
pt Jo
urna
l, Da
ily
Lang
uage
Pra
ctic
e Bo
ok, I
nter
activ
e Ph
onic
s Act
iviti
es/J
ourn
al
Scie
nce:
Dai
ly S
cien
ce A
ctiv
ity &
Jour
nal
Art:
wat
erco
lor p
aint
, pap
er
Plea
se re
ach
out t
o yo
ur
child
’s sc
hool
if y
ou h
ave
any
ques
tions
or n
eed
assis
tanc
e w
ith lo
gin
info
rmat
ion.
Reso
urce
Acce
ss In
form
atio
nIm
agin
e Le
arni
ng –
Lite
racy
O
nlin
e le
arni
ng fo
r lite
racy
– 3
0 m
inut
es d
aily
(may
repl
ace
port
ion
of
Read
ing
bloc
k)
Acce
ssib
le th
roug
h Cl
ever
(F
ound
on
CMSD
web
site
stud
ent p
age)
Imag
ine
Lear
ning
– M
ath
O
nlin
e le
arni
ng fo
r mat
h - 3
0 m
inut
es d
aily
(may
repl
ace
Mat
h bl
ock)
Acce
ssib
le th
roug
h Cl
ever
(F
ound
on
CMSD
web
site
stud
ent p
age)
Brai
nPop
Juni
or
Onl
ine
vide
o cl
ips t
hat c
an b
e us
ed fo
r lea
rnin
g in
all
subj
ect a
reas
. ht
tps:
//jr.
brai
npop
.com
/
Scho
last
ic L
earn
at H
ome
Acce
ss to
boo
ks a
nd re
ad a
loud
s alo
ng w
ith li
tera
cy le
sson
s to
use
at
hom
e.
http
://w
ww
.sch
olas
tic.c
om/le
arna
thom
e
Use
rnam
e: L
earn
ing2
0 Pa
ssw
ord:
Clif
ford
Exac
tPat
h (a
cces
s thr
ough
Cle
ver)
In
divi
dual
ized
inst
ruct
ion
linke
d to
stud
ent d
ata
that
allo
ws s
tude
nts t
o le
arn
cont
ent a
s app
ropr
iate
(int
erve
ntio
n an
d en
richm
ent s
uppo
rts)
Acce
ssib
le th
roug
h Cl
ever
(F
ound
on
CMSD
web
site
stud
ent p
age)
Seco
nd a
nd S
even
Rea
d Al
ouds
O
nlin
e re
ad a
loud
s for
gra
des K
-2. N
o lo
gin
is ne
eded
. ht
tps:
//ki
ds.s
econ
dand
seve
n.co
m/
Khan
Aca
dem
y Di
gita
l Mat
h In
stru
ctio
n Vi
deos
– F
ree
logi
n ht
tps:
//w
ww
.kha
naca
dem
y.or
g/
Onl
ine
Lear
ning
:
Out
side
Play
Act
iviti
esPl
aygr
ound
Visi
t
Go N
oodl
e ht
tps:
//fa
mily
.gon
oodl
e.co
m/
Go fo
r a R
un o
r Wal
k (w
ith a
n ad
ult)
The
OT
Tool
box
http
s://
ww
w.th
eott
oolb
ox.c
om/b
est-b
rain
-bre
aks-
vide
os-o
n-yo
utub
e/
Flue
ncy
and
Fitn
ess (
free
for 3
wks
) ht
tps:
//flu
ency
andf
itnes
s.co
m/
Min
d Ye
ti ht
tps:
//w
ww
.min
dyet
i.com
Po
sitiv
e Ps
ycho
logy
ht
tps:
//po
sitiv
epsy
chol
ogy.
com
/min
dful
ness
-for-
child
ren-
kids
-act
iviti
es/
Calm
(app
ava
ilabl
e al
so)
http
s://
ww
w.c
alm
.com
/sch
ools
Te
ach,
Tra
in, L
ove
http
://t
each
trai
nlov
e.co
m/2
0-br
ain-
brea
k-cl
ips-
fight
-the
-fidg
etin
g/
Mov
emen
t & M
indf
ulne
ss B
reak
Opt
ions
:
Dear Students & Families:
CMSD offers instruc7on through the programs Exact Path and Study Island. Exact Path includes K-12 assessment-driven math, reading, and language arts instruc7on; and Study Island provides instruc7on and assessments in math, reading, English Language arts, science, and social studies. The videos below are designed to assist with naviga7ng both Exact Path and Study Island while working from home. Each video is approximately 10-15 minutes in length.
Please note that students access Exact Path through the CMSD Clever student portal using the login creden7als they have been using all school year. The CMSD portal can be reached from this link: hPps://www.clevelandmetroschools.org/Page/15212
As you will see, each video is specific to the grade range listed in the 7tle.
Exact Path & Study Island at Home: Grades K-2nd Exact Path & Study Island at Home: Grades 3rd-5th Exact Path & Study Island at Home: Grades 6th-12th
Thank you!
Week 4: Daily Assignments Checklist
Name: ______________________________Week: __________________ Dear Parents/Guardians, In the work packet, you will find assignments for the below subjects. Most often there will be more than one assignment for a subject area. After your child completes the assignment(s) in each area, he/she should place a check in the box. This checklist will help your child monitor his/her completion of tasks, as well as promote responsibility. --Thank you! Assignments Mon. Tues. Wed. Thurs. Fri. Learning Warm-Up
Reading
Language/ Writing
Phonics
Math
Social Studies
Art or Music
Science
Daily Writing Prompts
Dear Parents/Guardians, Every day, your child will respond to a writing prompt from the April Writing Prompts Calendar. This calendar is included in the work packet. With your support, your child will complete the following tasks: 1. Locate the date on the calendar. 2. Read and discuss the prompt with you. 3. Write 3-4 sentences responding to the prompt. 4. Read and reread his/her work to check if it makes sense, and for correct capitalization and punctuation. 5. Your child may draw and color a picture if he/she chooses.
Organizing Written Responses
Notebook: Your child can use a notebook that was used in school to write his/her responses. Each response should be written on a separate page with the date written at the top. OR Notebook paper/Folder: Each response should be written on a separate paper with your child’s name and date written at the top. Keep all papers in one folder.
Thank you
2
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781
9
1011
1213
1415
16
1718
1921
23
2425
2220
2628
27
Sund
ay
Mon
day
Tu
esda
y
Wed
nesd
ay
Thur
sday
Fr
iday
Sat
urda
y
It’s
Apr
il Fo
ol’s
D
ay!
Wha
t jok
e ha
ve y
ou p
laye
d or
w
ould
you
pla
y on
yo
ur fr
iend
s?
Sprin
g is
a ti
me
of
new
beg
inni
ngs.
W
hat a
ctiv
ity w
ould
yo
u lik
e to
beg
in?
Writ
e a
stor
y ab
out
a m
arsh
mal
low
bu
nny
that
com
es
to li
fe.
Des
crib
e yo
ur
favo
rite
thin
g to
do
at r
eces
s.
Pret
end
you
are
an
anim
al in
the
zoo.
W
rite
abou
t the
da
y yo
u es
cape
!
The
best
thin
g to
do
on
a ra
iny
day
is…
If y
ou c
ould
pi
ck a
new
nam
e fo
r yo
urse
lf, w
hat
wou
ld it
be
and
why
?
Pret
end
you
are
an
umbr
ella
! W
rite
abou
t yo
ur d
ay in
the
rain
.
Wou
ld y
ou r
athe
r be
as
big
as a
gia
nt
or a
s sm
all a
s a
mou
se?
If y
ou w
ere
a to
ur
guid
e fo
r yo
ur c
ity,
whe
re w
ould
you
ta
ke v
isito
rs?
Why
?
Imag
ine
you
are
build
ing
a gi
ant
tree
hou
se.
Wha
t do
es it
look
like
?
Imag
ine
you
coul
d be
any
one
else
for
one
day!
W
ho w
ould
it b
e an
d w
hy?
If y
ou c
ould
ad
d a
new
sch
ool
subj
ect,
wha
t w
ould
it b
e an
d w
hy?
List
five
thin
gs y
ou
like
abou
t you
r pe
t—or
a p
et y
ou
wis
h yo
u ha
d.
Writ
e a
poem
abo
ut
a ra
iny
day.
Imag
ine
you
foun
d an
old
tr
easu
re m
ap.
Whe
re d
oes
it le
ad
and
wha
t do
you
find
ther
e?
Mak
e a
list o
f 10
item
s yo
u w
ould
ne
ed to
take
to a
sl
eepo
ver.
Imag
ine
you
foun
d a
gold
en
key.
Wha
t doe
s it
open
and
wha
t do
you
see
ther
e?
My
favo
rite
mem
ory
of m
y cl
ass
this
yea
r is
…
Toda
y is
Ea
rth
Day
. W
hat
are
thre
e th
ings
yo
u ca
n do
to h
elp
prot
ect o
ur p
lane
t?
One
spr
ing
day,
I ho
pped
into
a h
ot
air
ballo
on a
nd
float
ed o
ff to
…
3029
In s
prin
g, I
love
th
e sm
ell o
f…
If y
ou c
ould
do
nate
a m
illio
n do
llars
to a
ny
char
ity, w
hich
w
ould
it b
e an
d w
hy?
Pret
end
you
bum
ped
into
so
meo
ne fa
mou
s!
Writ
e a
dial
ogue
of
your
con
vers
atio
n.
In s
prin
g, I
love
the
smel
l of…
Writ
e a
funn
y st
ory
abou
t the
day
it
rain
ed c
hoco
late
ch
ips!
If y
ou c
ould
ea
t any
thin
g fo
r br
eakf
ast,
wha
t w
ould
it b
e an
d w
hy?
Imag
ine
you
mov
e to
a n
ew
city
. H
ow w
ould
yo
u m
ake
new
fr
iend
s?
Tell
abou
t a
time
you
felt
prou
d of
you
rsel
f or
som
eone
in y
our
fam
ily.
If I
coul
d be
a
butt
erfly
for
a da
y…
April
201
6 ©
Lake
shor
ew
ww.
lake
shor
elea
rnin
g.co
m
April
Writ
ing
Prom
pts
Daily Literacy Assignments
Directions for all Word Sorts in the Packet: With your guidance/support, your child should follow these steps: 1. Read all the words listed on the paper.2. Cut & glue the categories at the top on a construction paper.3. Cut out words.4. Read each word again, then sort it under the correct category.5. Read all words in the category and check if they belong inthat category.6. Glue words in place.7. Have fun!
Directions for how to use Decodable Texts: 1.With your child, read the Instructional Focus ofthe lesson at the top of the paper.2. Your child highlights or circles the word patternsin the text.3. Your child reads those words in isolation.4. Your child reads the text 2 times.
Every day, your child should reread the decodable text that was assigned the day before, Then, he/she should begin the new decodable text. On days that do not include a new decodable text, your child should reread the text from the day before and self-select a second text to reread.
Thank you
Explicit Instruction for Phonics Intervention
Instructional Focus: Hard and soft c, Week 1
Story Number: 1
The Small Cakes
Cal and Carl like cake. Cal drinks milk with his cake. Carl smells
the scent of cakes as they cook. Cal and Carl sing a song about
cakes. They cap the cakes with whipped cream. The whipped
cream will make the cakes taste great.
Cal and Carl take the cakes in their lunch box to school. They
share the cakes at lunch time at the cool place under the tree.
www.readinga-z.com
us
run
only
hold
full
gave
© Learning A–Z All rights reserved.
Most Common Words • Set 8
Most Common Words • Set 8
Most Common Words • Set 8
Most Common Words • Set 8
Most Common Words • Set 8
Most Common Words • Set 8
Initial Hard c / Initial Soft c
© Learning A–Z, Inc. All rights reserved.
Initial Hard c Initial Soft c
Word Sort
cider circus
candy ceiling
coach city
cup camp
celery cat
circle cake
http://www.readinga-z.com
Name ___________________________________
Copyright@2014 SchoolExpress
Nam
e
P
refi
xe
s
©w
ww
.Eas
yTea
cher
Wor
kshe
ets.
com
Th
e P
refi
x U
n-
The
pre
fix u
n- m
eans
“no
t.” T
he u
nder
lined
wor
d in
ea
ch se
nten
ce b
elow
is in
corre
ct; i
ts
oppo
site
shou
ld b
e in
its p
lace
. Hel
p T
he N
ot c
orre
ct e
ach
sent
ence
by
writ
ing
the
corre
ct
wor
d o
n th
e lin
e. U
se th
e p
refix
un-
.
1.I a
m h
ap
py
tha
t you
are
her
e. _
____
____
____
____
____
____
____
__
2.I a
m a
fraid
to c
ross
the
stre
et. _
____
____
____
____
____
____
____
__
3.M
y sh
oe is
tied
. ___
____
____
____
____
____
____
____
4.Th
e d
oor i
s loc
ked
. ___
____
____
____
____
____
____
____
5.Th
at m
an
is ve
ry fr
iend
ly. _
____
____
____
____
____
____
____
__
6.Th
at g
am
e is
tota
lly fa
ir. _
____
____
____
____
____
____
____
__
7.Th
is d
ay
feel
s so
real
. ___
____
____
____
____
____
____
____
8.Th
at y
ard
is st
arti
ng to
rave
l. __
____
____
____
____
____
____
__
9.I t
hink
she
is b
eing
com
plet
ely
rea
sona
ble.
___
____
____
____
____
____
____
____
I am
Th
e N
ot, a
nd t
his
sent
ence
is M
INE
now!
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done
buy
those
open
three
funny
© Learning A–Z All rights reserved.
Most Common Words • Set 8
Most Common Words • Set 8
Most Common Words • Set 8
Most Common Words • Set 8
Most Common Words • Set 8
Most Common Words • Set 8
The Long i Sound Worksheet 1 Item 3320
Copyright ©2009 T. Smith Publishing. All rights reserved. www.tlsbooks.com
Name _______________________________
The Long i SoundRead the words in the word box.
Write four words from the word box that rhyme. Draw a circle around each word you use. Word Box
mice
ride
bike
nice
side
hike
write
rice
tide
dice
Write three words from the word box that rhyme. Draw a circle around each word you use.
Write two words from the word box that rhyme. Draw a circle around each word you use.
Write the word that has not been circled.
The Long i Sound Worksheet 1 Answer Key Item 3320
Copyright ©2009 T. Smith Publishing. All rights reserved. www.tlsbooks.com
The Long i SoundRead the words in the word box.
Write four words from the word box that rhyme. Draw a circle around each word you use. Word Box
mice
ride
bike
nice
side
hike
write
rice
tide
dice
mice nice
rice dice Write three words from the word box that rhyme. Draw a circle around each word you use.
ride|| side| tide|| Write two words from the word box that rhyme. Draw a circle around each word you use.
bike hike Write the word that has not been circled.
write
Name Prefixes
©www.EasyTeacherWorksheets.com
The Prefix Dis- The prefix dis- means “not.”
Mr. Potter does not like bees. The bird does not agree. Mr. Potter dislikes bees. The bird disagrees.
DIRECTIONS: Write a single word that contains the prefix dis- to complete each sentence.
1. Paula never ______________________________ her parents.does not obey
2. Scientists have _________________________________ that theory.proved it is not true
3. That old barn is in a state of _________________________.not being repaired
4. Kim has recently become __________________________.not able
5. Elaine stared at us in _________________________.not belief
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pull
use
hurt
sit
under
fast
© Learning A–Z All rights reserved.
Most Common Words • Set 8
Most Common Words • Set 8
Most Common Words • Set 8
Most Common Words • Set 8
Most Common Words • Set 8
Most Common Words • Set 8
Name : ________________________________________
sorting Out
The letter c has a soft sound /s/when followed by e, i, or y.
Hard C /k/
Soft C /s/
juice candy cone face rice
cat car cent coin city
carpet cow mice ice race
(Soft C) - C says /S/ (Hard C) - C says /K/
Cut, sort, and glue the words in the correct column.
© Copyright. BigLearners.com 2014. All rights reserved.
cent cat
Explicit Instruction for Phonics Intervention
Instructional Focus: Hard and soft c, Week 1
Story Number: 2
Space Cakes
June, Pam and Cal once had to do school work about space.
Since they love to cook they chose to bake cakes to be each star.
The sun was the big cake and more small cakes were the stars
around it. They were scared to take the cakes to school on the bus.
They rode in Mom’s car to school. The car crashed into the fence
and the cakes flew out the car door onto the road. Each kid tried
to grab a piece, but it was too late!
Name ______________________________ Date __________________
Prefixes
Add the prefix dis to each word. Print the new word on the line.
Do you know what the new word means?
1. like
2. agree
3. order
4. connect
5. allow
6. appoint
7. respect
8. taste
____________________
____________________
____________________
____________________
1. happy
2. lock
3. zip
4. pack
5. do
6. tie
7. button
8. dress
Add the prefix un to each word. Print the new word on the line.
Do you know what the new word means?
Copyright©2014 SchoolExpress 2
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
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why
which
read
say
cut
fall
© Learning A–Z All rights reserved.
Most Common Words • Set 8
Most Common Words • Set 8
Most Common Words • Set 8
Most Common Words • Set 8
Most Common Words • Set 8
Most Common Words • Set 8
Name: _________________________ Date: _________________
Suffixes -less and -ful
• A suffix is a word part that is added to the end of a root word.• A suffix changes the meaning of a word.• Some suffixes have the same meaning.
The suffix -less means without
She felt without hope. She felt hopeless.
The suffix -ful means full of
My sister Candice is full of beauty My sister Candice is beautiful.
Write a single word to using the suffix –less or -ful to match each description.
1) to be full of care _________________
2) without worth _________________
3) to be full of grace _________________
Write a single word with the suffix –less or -ful to complete each sentence.
4) My best friend’s German Shepherd is _________________. (without harm)
5) I am so _________________ for my loving family and friends. (full of thanks)
6) Charlie saw a _________________ cat wandering the street. (without a home)
www.englishlinx.com
Name ___________ _
Directions: Cut the words on the dotted lines. Say the words aloud and listen for a hard or soft "c" sound. Glue the word in the correct box.
Hard C Soft C
r-----------T-----------T------------1
: car : dice : pencil : L-----------�-----------�------------J I I I • I1 face I cow I cookie 1I I I I �-----------+-----------+------------�
•
ice corn I I I
carrot I I I ,-----------T-----------T------------1
fence •
scissors I I cone
I I
L ___________ l ___________ l ____________ J www.HaveFunTeachin .com
Name: _______________________ Date: __________
Suffix -er Worksheet
Directions: Read each sentence. Underline the base word and add the suffix “-er” to answer the sentence prompt.
Example A: I love to teach kids. Who am I? Answer: teacher
1. I work on a farm. Who am I? ______________________
2. I sing for a living. Who am I? ______________________
3. I paint homes. Who am I? ______________________
4. I pitch a baseball. Who am I? ______________________
5. I like to drive. Who am I? ______________________
6. I like to write all the time. Who am I? ___________________
7. I love to read many books. Who am I? __________________
8. I work all the time. Who am I? ______________________
A suffix is a group of letters added to the end of a word. The suffix -er means “a person who.” teach+er=teacher- the suffix is “er” and the base word is “teach.”
Copyright www.englishlinx.com
Explicit Instruction for Phonics Intervention
Instructional Focus: Hard and soft c, Week 1
Story Number: 3
The Race
Carl called Cliff and asked him to race to the creek. Since it
would be cool at the creek, Cliff wore a coat. Carl wore his red cap.
Carl and Cliff made it to the creek. Cliff made it to the creek
first. Carl called out to Cliff, “Good Job!” The prize for the first place
was a nice slice of spiced pie with ice cream. Cliff shared the slice
of pie and ice cream with Carl.
© H
ough
ton
Miff
lin H
arco
urt
Pub
lishi
ng C
ompa
nyName
LESSON 16.3
Reteach
Draw a line to show halves. Write the numbers.
1
whole halves
2
whole halves
3
whole halves
Partition Shapes into Halves
You can make 2 equal shares to show halves.
whole = halves1
1
2
2
Module 16 • Lesson 3 one hundred ninety-seven 197
DO NOT EDIT--Changes must be made through "File info" CorrectionKey=NL-A
ONLINEVideo Tutorials andInteractive Examples
ONLINEVideo Tutorials and Interactive Examples
NameLESSON 16.3
More Practice/ Homework
Partition Shapes into HalvesMP Use Structure Draw a line to show halves. Color half of each shape.
1 Rae sees a half moon in the sky. Show two different ways the moon could show halves.
4 Math on the Spot Use the picture. Write numbers to solve.
The picture shows halves.
The equal shares make whole.
2 Show half of the rectangle. 3 Show half of the square.
© H
ough
ton
Miff
lin H
arco
urt
Pub
lishi
ng C
ompa
ny
Module 16 • Lesson 3 one hundred seventy-nine P179
DO NOT EDIT--Changes must be made through "File info"CorrectionKey=NL-B
Test Prep Fill in the bubble next to the correct answer.
5 Which shape shows halves?
6 Which shows half of a square?
Spiral ReviewSome children were asked which shape they like best.
Shapes We Like
triangle
circle
square
Use the picture graph to answer the questions.
7 How many children chose ? children
8 How many more children chose than ? more
© H
oughton Mifflin H
arcourt Publishing C
ompany
P180 one hundred eighty
DO NOT EDIT--Changes must be made through "File info" CorrectionKey=NL-B
© H
ough
ton
Miff
lin H
arco
urt
Pub
lishi
ng C
ompa
nyName
LESSON 16.4
Reteach
Draw lines to show fourths. Write the numbers. Color one quarter of the shape.
1
whole = fourths
2
whole = quarters
Partition Shapes into Fourths
You can make 4 equal shares to show fourths.
whole = fourths or quarters1
1 4
4 4
Module 16 • Lesson 4 one hundred ninety-nine 199
DO NOT EDIT--Changes must be made through “File info”CorrectionKey=NL-A
ONLINEVideo Tutorials andInteractive Examples
ONLINEVideo Tutorials and Interactive Examples
NameLESSON 16.4
More Practice/ Homework
Partition Shapes into FourthsMP Attend to Precision Draw lines to show fourths. Color one quarter of the shape.
1
2 3
4 Math on the Spot Circle the shape that shows quarters.
© H
ough
ton
Miff
lin H
arco
urt
Pub
lishi
ng C
ompa
ny
Module 16 • Lesson 4 one hundred eighty-one P181
DO NOT EDIT--Changes must be made through "File info"CorrectionKey=NL-B
Test Prep Fill in the bubble next to the correct answer.
5 Which shape shows quarters?
6 Which shape shows one fourth of a circle?
Spiral Review7 Draw a line to show 2 shapes
that are the same size.
Add or subtract.
8 9 + 6
_
9 7 + 4
_
10 5 + 7
_
11 8 + 9
_
12 18 – 9
_
13 14 – 6
_
14 16 – 7
_
15 13 – 7
_
© H
oughton Mifflin H
arcourt Publishing C
ompany
P182 one hundred eighty-two
DO NOT EDIT--Changes must be made through "File info" CorrectionKey=NL-B
© H
ough
ton
Miff
lin H
arco
urt
Pub
lishi
ng C
ompa
ny
Grade 1 • Standards-Based Practice 47
Name Partition Shapes into Equal Shares and Describe the Shares
1 Which shapes show equal shares?
Circle the 2 correct shapes.
Equal Shares
2 Which shows a quarter shaded?
3 Which shapes show halves?
Circle the 2 correct shapes.
DO NOT EDIT--Changes must be made through "File info" CorrectionKey=NL-B
48
© H
oughton Mifflin H
arcourt Publishing C
ompany
NamePartition Shapes into Equal Shares and Describe the Shares
4 Which picture shows shares called halves?
5 Marvin cut his cracker into quarters. Which of these is Marvin’s cracker?
6 How many pieces will there be when a piece of paper is cut in half?
7 Which shape shows shares called fourths?
DO NOT EDIT--Changes must be made through "File info" CorrectionKey=NL-B
Name __________________
Describe the painting in your own words
Character TraitsUse adjectives to describe this character. Write the
adjectives on the boxes next to the character.
Name __________________
Name __________________
Which is your favorite quote?
Pick one to write about
in your notebook.
Tears come from the heart and not from the brain
Learning never exhausts the
mind
The natural desire of good men is
knowledge
A well-spent day brings happy sleep
Name __________________
Design Your Own da Vinci
Gr1W4D4 Music
Music is a great creative outlet for kids — as well as an easy way to keep them occupied — but you don’t have to buy expensive instruments to encourage your little Mozart to make music. From kids’ instruments like paper plate tambourines to DIY instruments like musical spoons, learn and play with homemade instruments by using what you already have in your cupboards.
Paper plate tambourine
What you’ll need:
• 2 heavy-duty paper plates • Hole punch • String or yarn • Jingle bells, beads—anything that can make noise • Markers or crayons
What you’ll do:
1. Hold two paper plates face to face and punch holes around the perimeter of the plates about an inch and a half apart to string your yarn.
2. Take your length of yarn and weave it up through a hole, around the outside and back up the same hole again and tie a knot to secure the plates together. Then, string a jingle bell through your yarn and continue weaving your plate. Alternate your jingle bells or beads every other hole or more, depending on how many bells you have.
3. When you get back to the hole in which you started, tie off your yarn again and let your child decorate his DIY instrument to make it his own. Then, shake to play and your kid’s instrument is ready for the big show!
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