Week 4: Tuesday

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 encourage your child to complete both the Word Work and Reading Comprehension questions. Thank you.

Daily Edit

Directions

Download these two documents: Week 4 Tuesday Passage A & B (Teacher-Parent Copy) and Week 4 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.

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 -ot word family. Bot, cot, dot, got, hot, jot, lot, not, pot, rot, tot
Write 3 to 5 sentence using the -ot words you listed. (Answers will vary.) I see a tot. I like to eat a lot. • Adaptation: Provide a sentence starter for your child (e.g. "I like...", "There is a..."). I like the cot. There is a tot. • Extension: Add details to your sentences (i.e. include adjectives and adverbs). I see a small tot. I like to eat a lot for breakfast so I won't be hungry for the rest of the day. • Extension: Use two or more -ot words in your sentences. I see a small tot in the parking lot. I like to eat a lot of hot foods in a pot.
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.

Find 3 adjectives (words that describe things) in the story. Big, long, tall, close, hard, small, right
Why did the small fish steal the big fish's hat? (Answers may vary.) The small fish stole the big fish's hat because he wanted it and it fits him just right. He said it was too small for the big fish anyway.
Use an adjective to describe the small fish. (Answers will vary.) Sneaky, mean, sly, evil.
Why did the crab tell the big fish where the small fish went? (Answers may vary.) • The crab told the big fish where the small fish went because he was scared of the big fish. • The crab told the big fish where the small fish went because the big fish was his friend.
What do you think happened to the small fish? (Answers may vary.) I think the big fish found the small fish and ate him.
Do you think what the small fish did was right? (Answers will vary.)