Lesson 1: Animal Homes
Duration: 1 hour
Materials Needed: Practice Book: Journal: index cards
Assessment: Print out the workbook pages and turn them in at the end of the week. Student Workbook online: http://www.mhschool.com/reading/treasure_workbooks/national/gk/activitybook.pdf

Activities

1. Using words, students will tell similarities and differences in items. After reading a story, students will make a sensible prediction. They will tell simple stories with a beginning, middle, and end. With guidance, students will write a simple complete sentence to a given prompt. With the help of the teacher, students will use transitional words to organize their stories (oral or written).  
2. Oral Language: Introduce the term habitat. Explain to your child that a habitat is the place where an animal’s needs are met. Fish live in a water habitat.
3. What is a bird’s habitat? Watch the Online OLA Video:
4. Watch your teacher read a story about two animal friends.
5. Ask your child these questions after watching the story.  Did you think Mole was going to let Baby Bird fly away?
   Do you think that Mole’s family helped him make the right decision? How? Make a list: Mole and the Baby Bird experience many kinds of feelings.
   What are some of the different feelings they have? Make two lists and compare side by side the feelings they both have.
    

   Baby Bird Feels	Mole Feels
   Scared	Angry
   Sad	Sad
   Lonely	Glad
   Happy	Responsible

6. High Frequency Words: Review the words is, play, have, to, go and see. Say the following rhyme and have your child hold up the index card when they hear the words. Com e Have Fun!  It is time to play!  Ostriches play on land.  Fish play in the sea.  I play in the playground.  Come have fun with me!

7. Phonemic Awareness/Phonics: Do Practice Book page 113 and following worksheet: Letter O   Letter F  
   Play a game on the Starfall Website

8. Writing: If there is an animal living near your house, answer the morning message. “A ______ lives near my house.”
   If you do not have an animal living near your house, what animal do you wish lived near your house? Write, “I wish a ___ lived near my house.”
   Draw a picture of your animals.

9. Read the Leveled Reader, Can We Play?

Differentiation
Extension: Read the Leveled Reader, Nature Park.
Support: Read the Leveled Reader, Time To Play.

Lesson 2: Animal Homes
Duration: 1 hour
Materials Needed: Practice Book: Journal: index cards
Assessment: Student Workbook page 25-26: http://www.mhschool.com/reading/treasure_workbooks/national/gk/activitybook.pdf  http://www.mhschool.com/reading/treasure_workbooks/national/gk/activitybook.pdf

Activities: Using words, students will tell similarities and differences in items. After reading a story, students will make a sensible prediction. They will tell simple stories with a beginning, middle, and end. With guidance, students will write a simple complete sentence to a given prompt. With the help of the teacher, students will use transitional words to organize their stories (oral or written). 

1.       Morning Message: Is it good to take an animal home to play with?

2.       Oral language: Taking Responsibility for Baby Bird: Remind your child about the story from yesterday and  that in the story Baby Bird was Mole’s responsibility.
A responsibility is something you are supposed to do or care for. Mole’s responsibility was taking care of Baby Bird. How did mole handle his responsibility for Baby Bird? One way that Mole takes responsibility for Baby Bird is by making him a cage. But is the cage the best place for Baby Bird?
Do you think that Baby Bird would be happier in the cage or at the top of the hill? Let’s compare the two habitats then do the Online OLA Activity.

BABY BIRD’S HABITATS

3.       Listening Comprehension: Watch me read the story again. As I read I will point out and discuss things that are happening in the book. Listen carefully.
After the story, ask your child: What did you learn from this story? Did you like it? Why or why not? Do Practice Book page 114.

4.       Vocabulary: Place a piece of paper on the floor. Then make the movements as you chant the following jingle:

"I stand up. I sit down. I step left. I step right. I step on the paper. I step off the paper. I look under. I look behind. What do I see? You are next to me!"

5.       Phonemic Awareness/Phonics: Blend the sounds to form the words; /f/ /i/ /t/, /a/ /m/, /f/ /i/ /n/, /f/ /e/ /l/, /p/ /o/ /t/, /o/ /n/. Blend with short vowel sounds.
Repeat blending with the following words: can, on, ton, fit, sip, cot, not. Do the worksheets: Alphabet f Soup  Alphabet o Soup 

6.        Writing: Look at the list you made yesterday. We are going to do two pages in the journal today.
On the first page we are going to write ‘Bird feels ___’ and chose a word from our list about how Baby Bird feels. Then draw a picture to match your sentence. On the next page you will do the same thing for Mole. Why did you choose the words that you chose?

7.       Read the Leveled Reader, We Can Play.

Differentiation
Extension: Read the Leveled Reader, Nature Park.
Support: Read the Leveled Reader, Time To Play.

Lesson 3: Animal Homes
Duration: 1 hour
Materials Needed: Practice Book: Journal: index cards
Assessment: Student Workbook page 26-27: http://www.mhschool.com/reading/treasure_workbooks/national/gk/activitybook.pdf : http://www.mhschool.com/reading/treasure_workbooks/national/gk/activitybook.pdf

Activities: Using words, students will tell similarities and differences in items. After reading a story, students will make a sensible prediction. They will tell simple stories with a beginning, middle, and end. With guidance, students will write a simple complete sentence to a given prompt. With the help of the teacher, students will use transitional words to organize their stories (oral or written).

1. Morning Message: Is a pond a good home for a duck or a dog?
    
2. Oral Language: Animal Habitats: Continue talking about animal habitats. Ask your child the following questions. What are some animals that live on land?
   Which animals live in the water? Which can live on both land and in water? Make a Venn diagram. Label the left section Land and the right section Water.
   Where the two circles overlap label it Both. Animals that can live in both habitats include; turtles, ducks, frogs, and alligators to name a few.
   Once you are done with the diagram do the Online OLA Activity.
    
3. Watch as I read a nonfiction story. Listen carefully as I point out important features of the article. After the story, ask your child: How are the animals different? The same? Who is responsible for keeping the pond safe for animals? What did the captions tell you that the photographs did not?
    
4. High  Frequency Words: Color and Read pages 115-116 in the Practice Book. 
    
5. Phonemic Awareness/Phonics: Use the sound boxes to segment words. Lay the sound boxes in front and say the following words.
   Have your child place a marker in each box they hear a sound.
   Example: the word fit would be /f/ /i/ /t/ therefore you would place one marker in each of the three boxes for the three sounds.
   Do the worksheets: Online Learning Page f   Online Learning Page o
    
6. Writing: Letters: Explain that we are going to write a letter from Baby Bird to Mole. First we need to think about how Baby Bird feels.
   Follow a traditional letter format, starting with Dear Mole in the top left hand corner. Skip a line and write ‘I feel ____’ and sign the letter Bird in the bottom right hand corner. Draw a picture on the back of your letter showing how Bird is feeling.

Differentiation
Extension: Online leveled reader, Nature Park.  
Support: Online leveled reader, Time To Play.

Lesson 4: Animal Homes
Duration: 1 hour
Materials Needed: Practice Book: Journal: index cards
Assessment: Student Workbook page 29-30: http://www.mhschool.com/reading/treasure_workbooks/national/gk/activitybook.pdf : http://www.mhschool.com/reading/treasure_workbooks/national/gk/activitybook.pdf

Activities

1. Using words, students will tell similarities and differences in items. After reading a story, students will make a sensible prediction. They will tell simple stories with a beginning, middle, and end. With guidance, students will write a simple complete sentence to a given prompt. With the help of the teacher, students will use transitional words to organize their stories (oral or written).  
2. Morning Message: How is a desert different from a river?
3. Oral Language: Desert Habitats and River Habitats: What might it be like to live in a desert habitat? What might it be like to live in or near a river? Create a two column chart and compare the two. Label your chart Animal Homes and have one column be desert and the other be river.
   Once the chart is complete do the  Online Mole Bird Activity.
4.  Listening Comprehension: Watch as I read a Story. Listen carefully to the questions at the end of the story.
5. Phonemic Awareness/Phonics: Practice blending with –at and –an. Put different letters in front of the sounds to form words. Example;
   f-at makes fat.  Do Practice Book pages 117-118 and worksheets: Alphabet Match   F Sound Worksheet   Vowel O Worksheet
6. Writing: Letters: Revise and edit: Did I write my name at the top? Does my letter start with “Dear Mole,”? Did I imagine I was Baby Bird writing the letter?
   Does my sentence tell how Baby Bird might feel? Did I sign my letter “Bird”?

Differentiation
Extension: Read the Leveled Reader, Nature Park.
Support: Read the Leveled Reader, Time To Play.

Lesson 5: Animal Homes
Duration: 1 hour
Materials Needed: Practice Book: Journal: index cards
Assessment: Student Workbook page 31-32: http://www.mhschool.com/reading/treasure_workbooks/national/gk/activitybook.pdf :
   http://www.mhschool.com/reading/treasure workbooks/national/gk/activitybook.pdf

Activities

1. Using words, students will tell similarities and differences in items. After reading a story, students will make a sensible prediction. They will tell simple stories with a beginning, middle, and end. With guidance, students will write a simple complete sentence to a given prompt. With the help of the teacher, students will use transitional words to organize their stories (oral or written).  
2. Morning Message: Which story about where animals live and play is your favorite?
3. Comprehension: Recognize Story Structure: I can pay attention to what happens to the characters in the beginning, middle and end of a story to help me understand it. Identify Character and Plot: Which characters felt responsible for the others? How did they help the other characters?
4. Make a chart to compare and contrast the stories.
    

   Mole and the Baby Bird	The Pond is Our Home
   Make believe animals that could not really do what the story said	Real animals in their real habitat
   Drawings made with paint or pencils	Photographs made with a camera
   Fiction: a fantasy story	Nonfiction: a magazine article
   Tells about where some animals belong	Tells about where some animals belong

5. High Frequency Words: Play concentration and practice drills to read faster. Reread some of your books. Do the Online mhs activity
6. Phonemic Awareness/Phonics: Do Practice Book pages 119-120, play on www.starfall.com and do worksheets: Online Animal Homes  :Kizclub F Website  Kizclub O Website
7. Writing: Letters: Today we are going to mail our letters to Mole.
8. Help your child fill out an envelope and address it to Baby Bird, 1234 Forest Road, Meadowland, Colorado, 98765.
   Make sure you explain that the letter needs a stamp and if you wish you can help them mail it from a mailbox or post office.
9. Read the leveled reader.

Differentiation
Extension: Read the Leveled Reader, Nature Park.
Support: Read the Leveled Reader, Time To Play.

Lesson 6: Our Neighborhood
Duration: 1 hour
Materials Needed: Practice Book: Journal: index cards
Assessment: Turn in all work book pages at the end of the week. Student Workbook page 4: http://www.mhschool.com/reading/treasure_workbooks/national/gk/activitybook.pdf

Activities

1. Using words, students will tell similarities and differences in items. After reading a story, students will make a sensible prediction. They will tell simple stories with a beginning, middle, and end. With guidance, students will write a simple complete sentence to a given prompt. With the help of the teacher, students will use transitional words to organize their stories (oral or written). 
2. Morning Message: Who is a neighbor?
3. Oral Language: Explain to your child that a  neighborhood is an area of a city or town where people live. A neighbor is a person who lives near you.
   What is your neighborhood like? Who are your neighbors? Watch the Online OLA Slideshow.
4. Listening Comprehension: Watch as I read a story about a boy and a place in his neighborhood.
5. After the story ask your child: What did you learn about firehouses? What was the main idea of the book?
6. High Frequency Words: On an index card write the new word, ‘are’. Practice asking questions and making sentences using the word.
7. Phonemic Awareness/Phonics: Introduce the letter “H” and its sound. Do Practice Book page 121 and the worksheets: Alphabet Website    Alpha Buddies Website  :Alpha Poster Website
8.  Writing: Dialogue: Play the video of me reading again, this time stopping pointing out that there are balloons around the words the characters are saying.
   Explain to your child that these are called speech balloons and this is one way to show that the characters are talking. Words that character s say are called dialogue. We are going to write new speech balloons for the book. Look at page 5 and say, ‘Uncle Jerry might greet Russ by saying, “Welcome to the firehouse!”
   Write this in a speech balloon. Continue by replaying the video from pages 16 and 27. Come up with something different for Russ to say.
   Write it in a speech balloon and leave them in your journal for later activities. In your journal draw and label a place in your neighborhood that you would like to visit.
9. Read the Leveled Reader, Where Are We?

Differentiation
Extension: Read the Leveled Reader, Places in the Neighborhood.
Support: Read the Leveled Reader, In My Neighborhood.

Lesson 7: Our Neighborhood
Duration: 1 hour
Materials Needed: Practice Book: Journal: index cards
Assessment: Student Workbook page 5-6: http://www.mhschool.com/reading/treasure_workbooks/national/gk/activitybook.pdf :http://www.mhschool.com/reading/treasure_workbooks/national/gk/activitybook.pdf

Activities

1. Using words, students will tell similarities and differences in items. After reading a story, students will make a sensible prediction. They will tell simple stories with a beginning, middle, and end. With guidance, students will write a simple complete sentence to a given prompt. With the help of the teacher, students will use transitional words to organize their stories (oral or written).  
2. Morning Message: What are some jobs people do at the firehouse?
3. Watch as I read Russ and the Firehouse again. Listen carefully as I point out special things and important information. Pay close attention to the equipment!
4. Oral Language: Jobs at a Firehouse: Explain that there is different equipment at a firehouse. Equipment is a collection of things needed for a special purpose.
   At the firehouse, Uncle Jerry and Russ inspected the equipment, which means they made sure it worked. What was the first piece of equipment they inspected? (ax) Create a two column chart like the one below labeled Jobs at the Firehouse. Ask children to think about what jobs/things would be either cleaned or inspected.
    

   Inspect the Equipment	Clean the Equipment
   ax	Boots
   Fire hydrant	Ladders
   flashlight	Fire truck
   helmet	tires

5. Discuss: What was the big idea of the book? What were some ways Russ helped at the firehouse? What might Russ do the next time he goes to the firehouse? Do Practice Book page 122.

6. Vocabulary: Sequence Words: Say the following and pantomime (act out) each action. Then do the Online OLA Activity.
   
                                     First, we cook.     Next, we eat.    Last, we wash dishes.
    
7. Phonemic Awareness/Phonics: Practice blending with /h/. Use the words; /h/ /a/ /d/, /h/ /i/ /t/, /h/ /a/ /m/. /h/ /o/ /t/, /h/ /i/ /p/.
   Do the worksheets: TLS Website     My Moon Drops Website 
8. Writing Dialogue: Find some pictures of people from a magazine or a book. Explain that we are going to write dialogue balloons for what these people might be saying. Encourage your child to come up with the saying themselves and use their imagination.
   Make it silly and fun! In your journal draw and label an animal you may have seen in your neighborhood.
9. Read the Leveled Reader, Where Are We?

Differentiation
Extension: Read the Leveled Reader, Places in the Neighborhood.
Support: Read the Leveled Reader, In My Neighborhood.

Lesson 8: Our Neighborhood
Duration: 1 hour
Materials Needed: Practice Book: Journal: index cards
Assessment: Student Workbook page 7-8: http://www.mhschool.com/reading/treasure_workbooks/national/gk/activitybook.pdf : http://www.mhschool.com/reading/treasure_workbooks/national/gk/activitybook.pdf

Activities: Using words, students will tell similarities and differences in items. After reading a story, students will make a sensible prediction. They will tell simple stories with a beginning, middle, and end. With guidance, students will write a simple complete sentence to a given prompt. With the help of the teacher, students will use transitional words to organize their stories (oral or written).  

1.      Morning Message: What are some special places in your neighborhood?

2.      Oral Language: Places We Go in the Neighborhood: Where do you go in your neighborhood, town or city? Make a two column chart about where you go and how you get there. Here is a sample chart.

3.       Listening Comprehension: Watch me read an informational text today. Discuss: What did the maps show? What map symbols did you learn about? When and why would you use a map in your neighborhood? Do the Online Neighborhood Activity:

4.       High Frequency Words: are: Color and read practice pages 123-124.

5.       Phonemic Awareness/Phonics: Blend words; /h/ /a/ /t/, /h/ /o/ /p/, /f/ /i/ /n/, /p/ /o/ /t/, /h/ /i/ /p/, /c/ /a/ /p/. Write words; hit, hip, I can hit. Are you hip?
Do worksheets: tls Books Website   Teachnology Website

6.        Writing: Make a list of a few things that you like to do, either together or your child alone. Chose one of the activities. Have your child draw themselves doing the activity. Ask them to draw a speech balloon and to write a sentence that tells what they might ay as they do the activity. Save this for tomorrow’s lesson.

7.        Read the Leveled Reader, Where Are We?

Differentiation
Extension: Read the Leveled Reader, Places in the Neighborhood.
Support: Read the Leveled Reader, In My Neighborhood.

Lesson 9: Our Neighborhood
Duration: 1 hour
Materials Needed: Practice Book: Journal: index cards
Assessment: Student Workbook page 9 -10: http://www.mhschool.com/reading/treasure_workbooks/national/gk/activitybook.pdf : http://www.mhschool.com/reading/treasure_workbooks/national/gk/activitybook.pdf

Activities: Using words, students will tell similarities and differences in items. After reading a story, students will make a sensible prediction. They will tell simple stories with a beginning, middle, and end. With guidance, students will write a simple complete sentence to a given prompt. With the help of the teacher, students will use transitional words to organize their stories (oral or written).

1. Morning Message: What are ways you and your family can help find a lost pet?
    
2. Oral Language: Remind your child of Sparky the dog in Russ and the Firehouse. Ask them what the firefighters could do to find Sparky if he was lost.
   Could we make a poster? How would we label the poster? What would we have to write on the poster? (a description) watch the  Online OLA Video.
    
3. Listen as I read a folk tale. After the story talk about these questions: Where did you think Tommy and Sally might find the mother cat? What did the drawing turn into? What main parts of the story can you remember by looking at the drawing of the mother cat?
    
4. Phonemic Awareness/Phonics: Use the sound boxes as explained earlier. Use the words, hit, hip, had, hat, hot, ham, and him.
   Blend the sounds together to form the words. Do worksheets: Online Alpha  :Online Alpha 1   :Online Alpha 2
    
5. Do Practice Book pages 125 – 126.
    
6. Writing: Using yesterday’s drawing revise and edit. Did you write a sentence for your speech balloon? Does the sentence begin with a capital and have an ending mark? Does the sentence express what I might be feeling?

Differentiation
Extension: Leveled reader, Places in the Neighborhood.
Support: Leveled reader, In My Neighborhood.

Lesson 10: Our Neighborhood
Duration: 1 hour
Materials Needed: Practice Book: Journal: index cards
Assessment: Student Workbook page 11-12: http://www.mhschool.com/reading/treasure_workbooks/national/gk/activitybook.pdf : http://www.mhschool.com/reading/treasure_workbooks/national/gk/activitybook.pdf

Activities: Using words, students will tell similarities and differences in items. After reading a story, students will make a sensible prediction. They will tell simple stories with a beginning, middle, and end. With guidance, students will write a simple complete sentence to a given prompt. With the help of the teacher, students will use transitional words to organize their stories (oral or written).

1.       Morning Message: What are some things you learned about living in a neighborhood?

2.       Watch me compare the books we have read. Ask your child to try and remember what jobs Russ did at the firehouse. What equipment did he use?
What was the big idea of the book? What happened after Tommy and Sally decided to search for the cat? What was this story mostly about?
Play the Online mhs Game.

3.       Vocabulary: Review your high frequency words.

4.       Phonemic Awareness/Phonics: Practice segmenting words. (taking them apart) Say “hop” and put a marker in each box for each sound. Continue with hat, hip, him, it, hid, and hot. Do worksheets: Bogglesworld Website  Letter H Website:

5.       Writing: Answer the morning message. Show your child how to pull the answer from the question.
Start with “I have learned _________ about my neighborhood” and then draw a picture to match.

Differentiation
Extension: Read the Leveled Reader, Places in the Neighborhood.
Support: Read the Leveled Reader, In My Neighborhood.

Lesson 11: People and Places
Duration: 1 hour
Materials Needed: Practice Book: Journal: index cards
Assessment: Turn in all work book pages and journal at the end of the week. Student Workbook page 14: http://www.mhschool.com/reading/treasure_workbooks/national/gk/activitybook.pdf

Activities: Using words, students will tell similarities and differences in items. After reading a story, students will make a sensible prediction. They will tell simple stories with a beginning, middle, and end. With guidance, students will write a simple complete sentence to a given prompt. With the help of the teacher, students will use transitional words to organize their stories (oral or written). 

1.       Morning Message: What are some places in your neighborhood? Who can you find there? Discuss the questions today.

2.       Oral Language: Watch the Online OLA Slide Show:

3.        Listening Comprehension: Watch as I read “Bus Stops”. After the story talk with your child about these questions: What was the book about?
Where in the community did the bus stop?

4.       High Frequency Words: Write the word for on an index card. Introduce this word and explain its meaning. Practice reading you cards. Play a game of concentration!
The person with the most words read correctly wins.

5.        Phonemic Awareness/Phonics: Introduce Dd. Do Practice Book page 127 and following worksheets: Alphabet 3D Website  dltk kids Website. 
Talk with your child about what the letter ‘D’ says and think of some other D words.

6.       Writing: Talk about some jobs that either you or your child do at home.  Explain that today we will write directions using first, then statements. Here is an example: First, I run the water. Then, I rinse the dishes. Have your child think up one and write it in their journal.

7.        Read the Leveled Reader, This Is For You.

Differentiation
Extension: Read the Leveled Reader, The Good Idea.
Support: Read the Leveled Reader, People Who Help.

Lesson 12: People and Places
Duration: 1 hour  
Materials Needed: Practice Book: Journal: index cards
Assessment: Turn in all work book pages and journal at the end of the week. Student Workbook pages 15-16. http://www.mhschool.com/reading/treasure_workbooks/national/gk/activitybook.pdf :http://www.mhschool.com/reading/treasure_workbooks/national/gk/activitybook.pdf

Activities: Using words, students will tell similarities and differences in items. After reading a story, students will make a sensible prediction. They will tell simple stories with a beginning, middle, and end. With guidance, students will write a simple complete sentence to a given prompt. With the help of the teacher, students will use transitional words to organize their stories (oral or written).

1.       Morning Message: Where do you go for _____ in your neighborhood?

2.       Listening Comprehension: Watch as I read the book again. Listen carefully! After watching the story ask your child; what was the main idea of the book?
Who were some of the workers that rode the bus?

3.      Oral Language: Now that we have read the book again, let’s make a three column chart about places people work.
Follow the example below and title your chart, Places People Work.

Continue listing places and people in your neighborhood, then do the Online OLA Activity  and Practice Book page 128.

4.        Vocabulary: Play the OLA  Activity Game that talks about words that compare, and then compare things around the house.

5.       Phonemic Awareness/Phonics: Practice blending sounds with /d/. Use these words, /d/ /a/ /d/, /d/ /o/ /t/, /d/ /i/ /m/, /d/ /i/ /g/, /d/ /i/ /d/, /d/ /i/ /p/, /m/ /a/ /d/.
Identifying the ending sound. This is a new activity. Have your child write the letter sound that they hear at the end of the following words.
Ask them to listen carefully and do the word mud with them. This activity reviews d, m, and t sounds. Use words, had, mad, him, mat, pan, sat, did, and sad.
Do the following worksheets: Moon Drops Website  tls Books Website

6.        Writing: Answer the morning question with something from your neighborhood. Draw a picture that matches.

7.        Read the Leveled Reader, This Is For You

Differentiation
Extension: Read the Leveled Reader, The Good Idea
Support: Read the Leveled Reader, People Who Help

Lesson 13: People and Places
Duration: 1 hour
Materials Needed: Practice Book: Journal: index cards
Assessment: Turn in all work book pages and journal at the end of the week. Student Workbook pages 17-18: Practice reading these pages with your child so that at the end of the week they can read it to me. http://www.mhschool.com/reading/treasure_workbooks/national/gk/activitybook.pdf  http://www.mhschool.com/reading/treasure_workbooks/national/gk/activitybook.pdf

Activities: Using words, students will tell similarities and differences in items. After reading a story, students will make a sensible prediction. They will tell simple stories with a beginning, middle, and end. With guidance, students will write a simple complete sentence to a given prompt. With the help of the teacher, students will use transitional words to organize their stories (oral or written). 

1.      Morning Message: Where do people go for their work?

2.      Oral Language: Ask your child questions about a local park you may have visited. What work do people do in the park?
Make a word web as we have done earlier in the year. In the center of the web label it, Jobs People Do at the Park.
Tell your child that one job you know of is the person who mows the grass. This job is called the groundskeeper. Put this on the web.
Talk about anything else that you may have seen and add it to the web. Do the Treasures Website Activity.

3.      Listening Comprehension: Read the poem “The Park”. After clicking on the Geocities Website, scroll down a little until you find it. The titles are listed under the poems.  Ask your child what they liked about the poem? Is the poet happy or sad? What word told you the answer? What does the poet compare the lights too?
How are dandelions and lights alike?

4.      High Frequency words: Review the words for and you. Practice reading all your words and write sentences using them. Do Practice Book page 129-130.

5.      Phonemic Awareness/Phonics: Introduce Rr and the sound /r/. Tell your child that rabbit, rock, and ring all start with the /r/ sound.
Do the following worksheets: dltk kids Website  tls books Website  Moon Drops Website  Teachnology Website.

6.      Writing: Answer the morning message. Show your child how to get the sentence from the question. Start you sentence frame with, People go to _______ for their work. Draw a picture of your favorite job.

7.       Read the Leveled Reader, This Is For You.