Language Arts

9/28-10/2

 This week we will continue to work in SKill 2. These lessons focus on hearing individual words in sentences and being able to identify there placement. The printing strokes we worked on were zig zags, waves, spirals pluses and loops . The studetns will begin "blending" this skill is very important when establishing a strong foundation in reading. For example: I will say /s/ /u/ /n/ and the children will point to the sun.  The mixed up monster will say I see a sensil...but really he sees a pencil.  We will also focus on beginning sounds.. What sound do you. hear at the beginning of dog.../d/.  

I began Skill 3 on Friday.  The students will begin to make connections between sounds and symbols.( letters)  They will continue to practice blending sounds into words and they will be taught several of the symbols ( letters) used when reading and writing. Specifically, they will learn the most common way to spell eight of the sounds of English: Note: Whenever sounds are mentioned in the lessons, they are printed in slashes like this: /m/. Whenever spellings are mentioned in the lessons they are shown in single quotation marks like this ‘m’. • /m/ spelled ‘m’ as in mat (/m/ > ‘m’) • /a/ spelled ‘a’ as in mad (/a/ > ‘a’) • /t/ spelled ‘t’ as in tag (/t/ > ‘t’) • /d/ spelled ‘d’ as in dad (/d/ > ‘d’) • /o/ spelled ‘o’ as in mom (/o/ > ‘o’) • /k/ spelled ‘c’ as in cat (/k/ > ‘c’) • /g/ spelled ‘g’ as in dog (/g/ > ‘g’) • /i/ spelled ‘i’ as in dig (/i/ > ‘i’)

9/21-25

 This week we will continue to work in SKill 2. These lessons focus on hearing individual words in sentences and being able to identify there placement. The printing strokes we worked on were zig zags, waves, spirals pluses and loops . The studetns will begin "blending" this skill is very important when establishing a strong foundation in reading. For example: I will say /s/ /u/ /n/ and the children will point to the sun.  The mixed up monster will say I see a sensil...but really he sees a pencil.  We will also focus on beginning sounds.. What sound do you. hear at the beginning of dog.../d/.  

9/14-18

Skill 1 Lessons9-10 These lessons focus on listening as well as printing strokes. . The children will listen to environmental sounds and guess what they are ( baby crying, horn honking).  I will use various  instruments  and play them .  The students  will distinguish whether  the. sounds are the same or different.  We used blocks to represent sounds and practiced  left and right.   This will I will introduce  a proper pencil grip, and several of the strokes we use to make letters.  Remember when printing, we always work from top to bottom and left to right.  This week's strokes are: vertical , horizontal  and diagonal lines,  and curves.  

On Thursday we start Skill 2. These lessons focus on hearing individual words in sentences and being able to identify there placement. The printing strokes we worked on were curves, cups and humps. The studetns will begin "blending" this skill is very important when establishing a strong foundation in reading. For example: I will say /s/ /u/ /n/ and the children will point to the sun. 

9/7-9/11

Skill 1 Lessons 5-8 These lessons focus on listening as well as printing strokes. . The children will listen to environmental sounds and guess what they are ( baby crying, horn honking).  I will use various  instruments  and play them .  The students  will distinguish whether  the. sounds are the same or different.  We used blocks to represent sounds and practiced  left and right.   This will I will introduce  a proper pencil grip, and several of the strokes we use to make letters.  Remember when printing, we always work from top to bottom and left to right.  This week's strokes are: vertical , horizontal  and diagonal lines,  and curves.  

9/2 thru 9/5

Skill 1 Lessons 1-5. These lessons focus on listening. The children will listen to environmental sounds and guess what they are ( baby crying, horn honking).  I will use various  instruments  and play them .  The students  will distinguish whether  the. sounds are the same or different.  We used blocks to represent sounds and practiced  left and right.