Mrs. Tamra Wilsondatawil@bellsouth.net

Veritas Classical SchoolsKindergarten Assignment Sheet # 18

Begin: 1/20 & Due: 1/27

Phonics/Handwriting: Beginning Book C / Introducing long vowels / two-vowel rule

Instruction for end of Day 1 – Long Vowels: “Today we are going to learn to read many words of a new kind. All the words we have learned so far have only had one vowel. Let’s say the one-vowel rule: When there is one vowel in a word, it usually says its short sound. I have here a chart of the vowels (make one or use page 42 of Handbook for Reading). Let’s give the sounds of the vowels. See, they have smiles over them. That means that they say their short sounds.” Have child say short vowel sounds. “Those were the short sounds. The vowels can say another sound. They can say a long sound. You will be surprised to learn that you already know the long sounds. They are the same as the letters’ names! What is a’s name?” (student answers) “His long sound is also “a”.” Discuss other long vowels in the way. “We mark the short vowel sounds with a smile. We mark the long vowel sounds with a straight stick.” Point this out on chart. Have child give sounds of short vowels, then skip around between long and short vowels for practice in giving correct sound.

**Refer as much as desired to pages 41-58 of Handbook for Reading for extra detailed review for each long vowel as you get to it.

Day 1:o Writing from Dictation: Please refer to dictation directions in last week’s

assignment sheet, # 17. Put your child’s dictation page in their homework folder!Words to dictate: 1. and 4. van2. ran 5. Gas3. bag 6. FatSentence to dictate:7. A cat sat on the mat.

o Have child reread I Learn to Read, Book B. Put sticker on front cover to show that it has been completed!

o Begin I Learn to Read, Book C, pages 2-5. Remind child that “ck” says k. Review sight word to. Emphasize reading smoothly and with good expression. Reward good work by putting a sticker next to sentence or story that was read.

o Sing “Alphabet Song.” Have child identify 5 vowels and give their sounds.o Letters and Sounds K, page 111.o Writing with Phonics K5, pages 99-100.o Introduce long vowels using instructions above.

o Introduce two-vowel rule: “When there are two vowels in a word, the first vowel says its long sound, and the second one is silent.” Have child practice saying rule.

o Write on board: hop can rip cut madhope cane ripe cute made-Point to hop. “How many vowels are in this word?” 1 “How will we mark the o?” with a smile “How many vowels are in this word (hope)?” 2 “What is the first vowel?” o “How will we mark the o?” Put a stick over it (do so) “What is the second vowel?” e “Does it say anything?” no “That’s right, so we cross it off.” (do so) Have child sound out hop, and then hope, asking what sound the o makes in each one. Continue this process for other sets of words. Be sure to put correct mark over each long or short vowel, and a slash over the silent e’s.

o Letters and Sounds K, pages 113-114.Day 2:

o Reintroduce two-vowel rule and long vowels. Practice name, sound, and picture for long vowel sounds as has been done for other letters. Use your long vowel mini-flashcards.

o Apply rules as child sounds out the following words on board (or paper). Mark short vowels with a smile, long vowels with a straight stick, and cross out silent vowels. After marking cute and tube, mention that long u sometimes says “yoo” and sometimes says “oo”:

bit can bat hid cut tubbite cane bait hide cute tube

o Introduce sight word I and give many examples of sentences with I. Make flashcard to add to others.

o Writing with Phonics K5, page 101 and 103-104.o Letters and Sounds K, page 115.

Day 3:o Writing with Phonics K5, pages 105-106.o Review the special sound of “ck”. Review many “ck” words. Point out that “ck”

always follows a short vowel.o Letters and Sounds K, pages 117-118.o Read pages 6-7 of I Learn to Read, Book C.

Day 4:o Kindergarten Writing Tablet, page 13.o Keep practicing writing first & last name properly on separate writing sheets!o Have child stand up to read all words on pages 37-38 of My Blend and Word

Book.o Reread as much of I Learn to Read, Book C as possible, then place sticker on

front to show they completed it!o Letters and Sounds K, page 119. Use these blends for #1- fe, vi, cu.

o Rhyme – Dictate 2 words to your child. If the 2 words rhyme, your child should say yes. If the 2 words do not rhyme, your child should say no. If the 2 words rhyme, ask your child to say a word that rhymes with the word pair: fish – dish, light – lamp, shoe – blue, look – book, mail – made, ten - hen

o Concept of Opposites – Continue to develop the concept of opposites with the following word pairs: rough – smooth, tight – loose, front – back, black - white

Optional Activities:Phonemic Awareness: (understanding the sounds from which words are made)

Identifying letters in the initial and ending position.Place lettercards in front of your child. Create a wordlist and have your child hold up the card which represents the sound he hears at the beginning or ending of each word.Possible word lists: beginning - coat, otter, goose, astronaut, donkey, spoon, lock, insect, tail, food, egg, horse, under, book ending – scrub, seed, half, jog, milk, feel, mouse, meat.

Identify middle vowel sound in a word - Give your child lettercards a, e, i, o, and u. Dictate the following words and have your child respond by raising the correct lettercard for the middle sound heard in the word. (Stress the vowel so that your child clearly hears the middle sound.) bud, cot, dig, set, beg, pug, fist, nest, wag, map, truck, fish, sick, dot, dust

Additional related activities:1. Sentence Scramble: Use the word cards from the word list to create a simple

sentence. Mix up the order but provide the first word of the sentence. Have your child read each word. Then unscramble the words by putting them in order and read the sentence correctly. For example: has a bed Bill soft (Bill has a soft bed.)leg a Bud has cut (Bud has a cut leg.)

FIAR: Stopping by Woods on a Snowy Evening This FIAR is different because it does not cover social studies, math, or science in

any detail. I would like you to take the next two weeks to focus on each of the Language sections (1 a day) and memorization of this poem. Have your child memorize a couple lines of this poem each day, reciting it over and over with them, until they know it. Have them stand up on a pretend stage in front of the whole family to recite it, making a big deal out of their accomplishment!

This year, the children will be reciting this poem for our Concert of the Arts program in 2 ½ weeks! Practice, practice!

I encourage you to read other Robert Frost poems to your child, helping them get to know one of America’s greatest poets.

Character Trait: Showing Praise to God-The sleigh driver in this poem stops to appreciate the beauty around him. Christians know the sources of creation and the beauty of the things they see all around them. They know it is good to praise the Creator and sing songs to the Lord. Psalm 8 is a good Psalm to enjoy together. Possibly you could put it to music!

Bible Memory: Psalm 8:1 – Oh, Lord, our Lord, how majestic is your name in all the earth!

Critical Thinking: Complete pages 5 & 6 of Math Analogies.

Math: Complete both sides of Saxon math pages 73-77.Exploring Number at the concept levelTo reinforce number concept at home, do the following activity:

Use the phonebook to review numeral recognition on the telephone and also to learn his telephone number.

Using your home collection of objects, have your child create as many designs of 3 as he can using many different materials (one at a time). For example, make as many arrangements of 3 toothpicks as possible. Ask your child to describe the toothpick patterns. “My toothpick design has 2 slanted lines and one straight line. It is a triangle.”

Tell a number story and have your child act it out. Next, have him describe the story in his own words to further reinforce the experience. Addition example -Molly picked up 1 red leaf and 2 yellow leaves. How many leaves did she pick up all together? Subtraction example – Molly picked up 3 leaves. She dropped 2. How many are left? Repeat this activity several times on different days using different number stories.

Use objects and a colored sheet of paper to represent whatever is referred to in a word problem. Use blue construction paper and goldfish crackers to act out the number story. Addition example – 2 fish were swimming in the ocean, 2 more fish joined them. How many fish were swimming together? Subtraction problem –4 fish were swimming together, 2 swam away to look for food. How many fish are still swimming? Repeat this activity several times on different days using different number stories and different objects.

Read Aloud: Remember to read at least 10 minutes each day to your child!

Sharing: No sharing this week!

* Please keep the weekly assignment sheets in a folder at home to use for review andreference.

Parent Signature ______________________________________________________

Homework Checklist of what to return next week:

o Writing From Dictation pageo Begin memorizing Stopping by Woods on a Snowy Evening. (This will not be

overwhelming when you just have your child repeat after you two lines a day. You will be surprised at what they can do!)

o Bible Memory – Psalm 8:1

o Saxon K Math pages 73-77.

List of “ck” words

backbuckdeckDickdockduckhackJackkicklacklicklockluckMicknecknickpackpeckpickquackquickrackRickrocksacksocktackticktocktuckwick

ZackOne & Two Vowel Words

at -e cut -e hid -e Pet -e man -e rob -e bit -e dim -e hop -e mat -e pin -e Sam -e can -e fat -e Jan -e not -e rate -e Tim -e cub -e hat -e mad -e pan -e

Mrs. Wilson’s note: Remember to reinforce the 2nd vowel is silent---that is why we mark through that vowel and we don’t say it, but its presence in the word generally makes the first vowel say it’s own name. (long) Often the kids will say (when prompted to recite the rule ) “When there are two vowels in a word the first one is long and the second one is short” this is INCORRECT! Emphasize the silent part!:)

am lad padaim laid paidbat led palbait lead pailbed lid panbead lied painBen mad pepbean maid peepcan man ranCain main raincot Mel redcoat meal readden men reeddean mean roddid met roaddied meat setfed meet seatfeed net vangot neat vain

goat wed weed