This week SuperKids will consist of

Grammar: compound words,  such as someone, anybody and everything

Words to know:  different, explained, bored

Writing:  there are so many ways to write the long : ee, ea, ie, e, y , the  tag-along e. They will practice writing these in sentences

Ask your child to spell the spelling words for you because it’s a short week and they may need the practice

The spelling words are someone, somewhere, something, anybody, anyone, anything, everybody, everyone. Everything, no one, nowhere, nothing

This  week the SuperKids will consist of:

Spelling:  Words that begin with “wh”  and  “w” and a vowel such as was, were, would, what, where and which we will be working with this week

Grammar: Words that begin with “w” and “wh” can be tricky to pronounce and spell and students need to be careful.

Writing: “Mis” and “Dis” are prefixes and when added to a word the base word does not change.

Words to know:  bouncy, quietly, beauty

Ask your child to explain the four question words.

This week SuperKids will consist of:

Spelling:  Words ending in “ing” and “ed”  examples planning and stopped

Words to know:  equal, secret and lazy

Grammar: Words that begin with “w” and “Wh” can be pronounced differently, such as what and want

Writing:   Writ short notes to friends: the examples are notes written from Ms. Blossom to her students

Ask your child to write a short note to you using correct words

This week the SuperKids will consist of the following:

Spelling pattern: “ie” as in piece and “ine” as in machine

Memory words:  accomplish, equipment and museum

Grammar:  Words with “ey” have the long e sound. Words with the “ie” have the long e sound. Key and believe are examples.

Writing:  Use the words, and, but and or to join sentences to make them more interesting and readable.

Ask your child to write a sentence using the conjunction words above.

Spelling pattern:  “ay” as in weight and works that are spelled with “ay”

Memory words:  cheerfully, neighbor and eighteen

Grammar:  Adverbs describe a verb and usually end in “ly” Some examples are, softly, cheerfully, and happily

Writing:  The students are going to finish the final draft of the story about a family member or pet, neighbor or even a story character

Ask your child how they feel about their writing so far

This week the Superkids lessons will consist of the following:

Spelling patterns:  Long A can be spelled "ay" as in Sunday or "eigh" as in weight

Memory words: toboggan, discovery

Grammar: A comma in a sentence means the reader needs to pause briefly and an exclamation point means the reader needs to use an excited louder voice that shows strong feelings. 

Writing: Write a story about a family member.

Ask your child about who they are writing about.

This week the Super Kids lesson will consist of the following:

Spelling pattern: Working with the contractions: I’ve, he’s I’m, she’s, they’re, we’d

Memory words:  deliver, stoked

Grammar: Answer written questions with a capital letter and a period at the end of the sentence

Writing:  Write a poem about a family member

Your child did not get a chance to begin this because of two missed days of school, so we will start on Monday.

Literacy: This week SuperKids will consist of the following:

Spelling Pattern: “A, E, O” that stands for the “u” sound in words

Memory Words:  burst, groaned, deliver, stroked

Grammar: Some text is in speech balloons and should be read as part of the story.

Writing: Students are beginning a draft of a poem about a family member

Ask your child about what family member they would like to write about and come up with ideas.

Literacy: This week SuperKids will consist of the following:

Spelling Pattern: works with ff, ss, ll, dd – double the consonant after a short vowel

Memory Words: adopt, celebration, culture, edible

Grammar: suffix: add a “ful” or “less” to form a new work

Writing: begin a poem about an imaginary city.

This week talk to your child about celebrations that are special to your family or culture.

Literacy:

This week, Superkids will consist of the following:

Spelling Pattern:  old, ost, ild, and ind

Memory Words: recycle, fling, moan, gasp

Grammar:  letters “tion” at the end of a word is pronounced “shun”

Fluency Practice:  “We Need Trees!” A play with 3 acts

Writing:  Write 2 sentences about recycling and illustrate

This week, ask your child to name words that end in “old”, such as (told, cold, hold, sold) and use in a sentence

This weeks Superkids:

Spelling pattern:   igh, aught and ought

Memory words: mural, model, report

Grammar: Editing step-by-step directions

Fluency:  “Tree Projects”

Writing:  Explanatory writing

Ask your child to name what words have “igh”, “aught” and “ought” in them and give you a sentence using them.

Spelling pattern:  Silent first letter (ex. Knee)

Memory words:  Pow! Whoosh! Dynamite, thumped

Grammar: homophones, antonyms, and synonyms

Fluency practice: writing a story based on a plan

This week as your child to explain homophones.