MONDAY:
Unit 7 Reader - Week 1:
Essential Question - How are some animals alike and how are they different?

Open the reader to pages 4 and 5. Read the title, "Amazing Animals" and Talk About It with the children - How is a kitten like a duckling? How is it different?

As a motivation, you can sing "Old MacDonald Had a Farm" with your child. Then ask, "What sound does the duck make?" (quack), then continue with pigs/oink, cows/moo, etc.

Then, turn to pages 6 and 7. Review the sound that "Uu" makes in the word umbrella.
1. Say the name of each picture (up, umbrella, umpire). Say that those words begin with "u" words.
2. The next set of pictures have the "u" sound in the middle of the word (cup, sun, nut). Have them tap out the word to hear the sound in the middle using their fingers.
3. and 4. Read the words aloud on the bottom of page 6 and have them repeat (us, mud, fun),
(rub, hum, tuck).

Finally, introduce the next two sight words for the week, for and have. Have them say it, and spell it. Have them try and read the sentences on page 7 the best they can. Help with words they get stuck on. Review that all sentences begin with capital letters and end with punctuation marks (periods in this case).

Use the sight words from the sight word packet to read and spell these words every day - then add them to the sight word card pile that you have accumulated throughout the school year.

Go to the link youtube.com on the bottom of this page and seach for "Jack Hartmann sight word for video", and "Jack Hartmann sight word have video", and have the children watch those videos. We view those videos every Monday morning as I introduce the new words of the week. Have fun!

Complete a front and back sheet practicing the letter u from the reading workbook - (Unit 7, Week 1 will be listed on the bottom).

TUESDAY:
Today, is our big book read aloud day. Before reading, tell the children that they will now find out ways animals are the same and ways they are different. You can ask, "What baby animals do you think you will read about?" Tell them that this story is an informational text. Informational texts give facts and information about real people, animals, or events. They often have photographs.

Please click on the link below in the link box that says ZooBorns! This will bring you to you tube and it will be a read aloud of this story. 

When the story is finished, you can discuss similarities and differences between different animals.
Example:
Fennec Fox:
big ears, white fur
Wombat:
little ears, grey fur
Both:
babies, little noses

Talk About It:
Have children talk about what they learned about baby animals. Use this sentence starter to focus discussion and help them cite evidence.
I learned that some baby animals...

Finally, have children complete the worksheet on page 185 and 186. It is a comprehension sheet about this story. Then, complete the other side for "U" word practice.

WEDNESDAY:
Today, the children will use their Unit 7 readers to read, "A Pup and a Cub" on pages 8 - 15. I model the reading by reading the sentence first. The children follow along and track with their fingers, then read aloud by themselves. We do this throughout the story. As we read, we take breaks to focus on comprehension. Here are some questions you can help ask as you're reading that page:

Page 8 - What animal do you see? (a wolf pup)
Page 11 - How is a wolf pup different than a puppy dog? 
(Possible answer: A wolf pup lives in the wild. A puppy dog is a pet and can live in a house with a family of people)
Page 13 - What animal do you see? ( a lion cub) What does the cub enjoy doing? (napping in the sun)
In addition, we also focus on fluency. As the chidren read the story aloud, encourage them to read with expression and to change their inflection as they read sentences that end with periods or exclamation points.
Take notice of our sight words of the week for and have as you're reading together.

Have the children complete another two pages in the reading  workbook in Unit 7: The Animal Kingdom - Week 1. Perhaps they have not completed pages 191 and 192 yet - Category Words: Animal Parts, and Handwriting: Uu.

THURSDAY:
To culminate Unit 7 Week 1, go to pages 16 and 17 in the reader. Read the "Writing and Grammar" pages and share how the child Steve wrote his response to the question, "How do the wolf pup and the lion cub feel around their families? 
Read the "Details" and "Specific Words" sections on these pages.

After, read the story, "For You" from the reading workbook. Have the children be the leaders of these stories because they are leveled readers and full of sight words they can recognize and words they can tap out.

They may color the pictures as they reread for reading practice.









 

MONDAY:
Chapter 8 - Lesson 7 - Add to Make 10, pages 463 - 468.

Read the directions, examples, and questions for this lesson, and complete all pages. 

Use counters/objects to add to make 10. Count the objects and trace the numbers and symbols.

Take notice of all the different ways that two numbers can add to make 10 (1+9, 2+8, 3+7, 4+6, 5+5).

TUESDAY:
Today, we are getting ready for Chapter 9 - Subtraction!
Turn to page 475 and complete both sides of the sheet titled, "Am I Ready?"
You are going to read the directions and count, write, trace, and circle the numbers and signs.

As a motivation, you can use a real life example of something/someone in your house...
Example:
There are four of us who live in this house. If two of us leave to go food shopping, how many are still in the house? Two.
(Adapt the numbers to whomever lives in your house )
:-)

WEDNESDAY:
Chapter 9 - Lesson 1 - Subtraction Stories. Today, the children will model subtraction as taking away from or separating groups of objects. As a motivation, before you begin, you can take four objects away from a group of six objects, and ask how many are left.

You can provide the children with 10 counters (pennies, cheerios, etc.) to act out the subtraction stories on pages 481 - 486.  Read the directions aloud, and have them trace, count, and write the numbers as the directions say.

THURSDAY:
Lesson 2 - Use Objects to Subtract.
Today, the children will use concrete objects (counters, pennies, cheerios, etc.) to solve subtraction problems.
Here is a sample math problem to use to introduce today's lesson:
If there are nine objects in a group, and you take away three objects, how many are left? 

Start on page 487 and work through page 492.  Read the questions carefully, and have the children trace the counters, cross out the numbers, and write the numbers wherever necessary.



 

MONDAY:
The letter of the week is "h" as in hat. Please view Jack Hartmann's Letter H video on youtube.com.

Using the blue Fundations workbook, have the children finger trace, pencil trace, and color the hat on page 23. 
Monday's HW:


TUESDAY:
Tuesday's HW:


WEDNESDAY:
Wednesday's HW:


THURSDAY:

Daily practice:
Using your sight word cards, review all learned sight words from this school year. Read and spell them aloud, and practice writing them too!

* I have added a link on the bottom on the link section of a daily review of a FUNdations lesson from you tube.
You can review each morning so the children can practice their letter recognition and sound production of each letter! We do this similar method every morning during fundations practice.

MONDAY:
The children will learn about the next two stations (steps) in Jesus' journey to Calvary. Please read the next two stations on the sheets, and have them color the pictures as per your directions.

Station 10 - The soliders take Jesus' clothes.
The children know that the men were not nice to Jesus and they stripped him of his clothes. 
The soldier's armor is colored grey - his robe and helmet. His cape is red, his belt and sandals are brown. His body is peach, and the dice do not need to be colored.

Station 11 - Jesus is nailed to the cross. The cross is brown, so is Jesus' hair. The cloth wrapped around his waist is purple, and the red circled marks on his hands and feet are red (for the blood).

TUESDAY:
Today, the chilrden will move onto the next two stations of Jesus' journey to Calvary.
Station 12 - Jesus dies on the cross.
This is the same coloring as Monday's illustration, except now Jesus' eyes are closed. Jesus' hair is brown, as is the cross. The cloth around his waist is purple, and the circles on his hands and feet are red to signify the blood. The children can draw two dark clouds in the sky to emphazise a sad, gloomy day.

Station 13 - Jesus is taken down.
The cross is brown. Jesus' hair, and Mother Mary's hair is brown. Jesus' cloth is purple, Mary's robe is blue. Jesus' marks on his hand and feet are red.

WEDNESDAY:
Today, the children will work on Station 14 - Jesus is placed in the tomb.
We adore you, O Christ, and we bless you,
because by your holy cross
you have redeemed the world.

Lord Jesus, give your people hope, even in the face of loss and sadness. Amen.



THURSDAY:
Today, the children are going to work on Chapter 8 - I am Wonderful!
The children know that they became a part of God's special family, the Church, when they were baptized. 
In today's lesson, the children will discover some great gifts that they received when God made them.

Tell them that each one of us can do wonderful things. They will learn about some wonderful things that we can do by listening to a poem about a boy named Henry and some of the things he did one day. Then read the poem on page 31.

After the poem, here are some directed questions to ask:
Say:
You are wonderful too! You also have ears and can hear wonderful and beautiful sounds. What do you like to listen to?

Henry likes to smell roses. What do you like to smell?

Henry has fun swinging. What do you have fun doing?

Henry likes peanut butter. What is your favorite food?

Henry likes it when his family hugs him. How do you feel when someone shares his or her love with you?

In this poem, Henry feels happy. Do you think he always feels that way? How else do you sometimes feel?

Henry loves his family. They think Henry is wonderful, and they love him just because he is their Henry. You have people who think you are wonderful just because you are you. Who are they? (Parents, grandparents, aunts, uncles, brothers, sisters, cousins, friends, Mrs. Pugliese, etc.)

Read and complete pages 31 - 33.