Week 1: Tuesday
- Ms. Zhu
- Apr 6, 2020
- 4 min read
Updated: Apr 9, 2020
Today, we will be working on:
Daily Edit (5~10 minutes)
5-Minute Brain Break
Word Work (10~15 minutes)
5-Minute Brain Break
Reading Comprehension (15~20 minutes)
Please know that each child learns at a different pace, and we need to be understanding of what they are capable of. I recommend that you have a discussion with your child on their learning strengths and stretches - what they can do and what they are learning to do. Be encouraging at all times and have patience. Rome wasn't built in one day.
After completing Daily Edit, please move onto Word Work. If your child wants to or requires more of a challenge, they may work on Reading Comprehension. However, please note that Reading Comprehension is optional at this time.
Daily Edit
Directions
Download these two documents: Week 1 Tuesday Passage A & B (Teacher-Parent Copy) and Week 1 Tuesday Passage B (Student Worksheet).
Give Passage B to your child.
Read Passage A aloud to your child (do not let them see it) while they follow along with Passage B.
Read Passage B aloud to your child (have them follow with their finger, if needed).
Read Passage A aloud to your child again while your child follows Passage B.
Give your child time to edit Passage B with a pencil or a marker. * Note: If you are unable to print this out, you child can orally edit the passage instead.
Review their edits and provide hints to help them finish it (e.g. What needs to be capitalized? What is at the end of a sentence? The vowel is saying its name, which means that there is a silent _?_ at the end of the word).
Show your child Passage A and have them compare to see how they did.
5-Minute Brain Break
Don't forget to take breaks in between work! It is important to get a breather while learning so our brain can continue to learn hard things for us.
Please refer to my 5-Minute Brain Break Ideas blog post if you are stuck on what to do.
Welcome back! Before moving onto the next task, please review the story again. Make sure to pay attention to the words as the story is being read.
(Read aloud starts at 0:23.)
Word Work
Please work with your child on completing the tasks below. Students are welcomed and encouraged to re-visit the story at anytime.
List as many words as you can from the -at word family. Bat, cat, fat, hat, mat, pat, rat, sat, flat, that, chat, splat
Write a sentence for two of the words and underline them. (Answers will vary.) I see a bat. I like the bear's hat. • Adaptation: Provide a sentence starter for your child (e.g. "I like...", "There is a..."). I like the hat. There is a bat. • Extension: Add details to your sentences (i.e. include adjectives and adverbs). I see a black, fat cat. I like the funny bear's hat because it is red. Red is my favourite colour because it is bright and vibrant. • Extension: Use two or more -at words in your sentences. I see a black bat and a fat cat. The cat wearing the hat is sitting on the mat.
Draw a picture of your sentences.
5-Minute Brain Break
Don't forget to take breaks in between work! It is important to get a breather while learning so our brain can continue to learn hard things for us.
Please refer to my 5-Minute Brain Break Ideas blog post if you are stuck on what to do.
Reading Comprehension
Some of these questions require higher level thinking. Please feel free to discuss and guide your child to the answer before they write it down using a complete sentence. Note that answers may vary.
What kind of bear do you think he is? Why do you think that? I think the bear is kind and thoughtful because he helped the turtle get on the rock. But, I think the bear is also angry and hungry because when he found his hat, he got mad and ate the rabbit.
How does what the rabbit say prove he stole the hat? The rabbit stole the hat because he talked more than the other animals and didn't want the bear to ask him any more questions in case he slips up and confesses by mistake.
How does what the bear say at the end to the squirrel prove his guilt? The bear spoke a lot to the squirrel because he felt guilty. He also said that he would not eat a rabbit, even though the squirrel did not ask him that. The bear did not want the squirrel to ask him any more questions either, just like when the rabbit didn't want the bear to ask it any more questions when he was guilty.
What makes the bear remember where he saw his hat? The bear remembered where he saw his hat by describing it to the deer and remembering where he saw it last.
Why does the author use different coloured fonts on each page? The author uses different coloured fonts on each page to show which character is speaking what. For example, the bear's font colour is black and the fox's font colour is orange. This helps readers know who is speaking.
Message from Ms. Zhu
Please remember to compliment your child after they complete the work. This will reassure them and make them feel good about themselves as learners. Please upload a picture of your child's work or of your child working on their e-Portfolios on Portal. Thank you.
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