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

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se a

Mov

emen

t &

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dful

ness

Bre

ak O

ptio

n

Brai

n Br

eak

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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

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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

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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

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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

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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

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m/

Go fo

r a R

un o

r Wal

k (w

ith a

n ad

ult)

The

OT

Tool

box

http

s://

ww

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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

34

56

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!

www.readinga-z.com

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

www.readinga-z.com

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

____________________

____________________

____________________

____________________

____________________

____________________

____________________

____________________

____________________

____________________

____________________

____________________

www.readinga-z.com

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

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Miff

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arco

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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!