SpellingUnit 14 Week 2

Week of May 11th – May 15th

Objective:  Students will encode words with soft c and g.L.1.2d L.1.2e PA.CC.1.4.1.F.c

 

Words:1. find   2. kind   3. light   4. right

5. face  6. place    7. cage    8. page9. buy     10.  wash

  

Fun Videos to HelpFrancine’s Hard/Soft /C/ Prankster Cam: https://www.youtube.com/watch?

v=gDzUmdL4xmU&list=PLeAkrUskyL87p2EZa7LLbOq-JSZah0K8b

Danny’s Hard/Soft /G/ Prankster Cam:

https://www.youtube.com/watch?v=2imT7QnA54Q&list=PLT0zL9B4fDPwdqlNigNAkiZVJsRHqtZZ6&index=3

Assignment 1 Have your child open workbook page 95 below. Point to and read aloud the sentence at the top of the page. Then read the words city, nice, and place. Explain that the letter c in these words does not stand for its usual 1 sound /k/, as

in cup. Ask what sound c stands for in these words. (/s/) Explain that when c is followed by an i or an e, it usually stands for the /s/ sound. Tell your child when c sounds like /s/, it is called “soft c” and when it sounds like

/k/, it is called “hard c.” Ask what letter comes after c in city (i), nice (e), and place. (e) Have children trace the blue line under c and the letter that follows it in each word. Read the words aloud together. Have children identify words with soft c.

Workbook Page 95 Directions: Explain that in each box, one of the words has a soft c and describes the picture. Have children listen as you read the three words in the first box aloud. Ask which word has a c with the /s/ sound. (ice) Ask why c stands for /s/ in that word. (It’s followed by an e.) Tell children to circle the word ice. Then ask what part of the picture the word tells about. (the ice Sal is skating on) Have children draw a line connecting the word ice to the ice in the picture. Then have children complete the rest of the page.

Assignment 2

Have your child open page 96 below. Point to and read aloud the sentence at the top of the page. Then read the words age, huge, and ginger aloud. Explain that the letter g in these words does not stand for its usual sound /g/, as in garden. Ask what sound g stands for in these words. (/j/) Explain that when g is followed by an i or an e, it often stands for the /j/sound. Tell children when g sounds like /j/, it is called “soft g” and when it sounds like /g/, it is

called “hard g.” Discuss what letter comes after g in age (e), huge (e), and ginger. (i, e) Have children trace the blue line under g and the letter that follows it in each word. Read the words aloud together. Explain that huge means very large and ginger is a spice used in pumpkin pie and

gingerbread cookies. Have children identify words with soft g.

Workbook Page 96 Directions:

Explain that this page is just like the soft c page they completed earlier. Each box has three words, and one of the words has a soft g and describes the picture. Have children listen as you read the three words in the first box aloud. Ask which word has a g with the /j/ sound. (cage) Ask why the g stands for /j/ in that word. (It’s followed by an e.) Have children circle the word cage and draw a line from the word to the cage shown in the

picture. Then have children complete the page.

                                             

 

 

 

Assignment 3

Directions: Read the word lists. Practice until you are fluent. Fluent means reading words pretty much automatically. Reading will sound quick and smooth.

Assessments will occur this week.

Practice reading the pattern words on pages 31 and 32 and the column of Memory Words listed below.

In order to achieve a Capable grade, your child will more than likely need to practice more than once, twice, or even 3 times.

 

Pattern Word AssessmentName____________________________________________Directions: Have your child read the word lists. If they are fluent they will be able to read these words automatically without having to think about it. Please have them read the words until they are fluent, and then record them reading the words and send as a video to their portfolio in Class Dojo.

girl lacethorn nicehurt birdenjoy spoilstar forksport destroycard twicethird stagedark facecurl page

Memory Word AssessmentDirections: Have your child read the Memory Words. Memory Words cannot be decoded (aka sounding out). If they are fluent they will be able to read these words automatically without having to think about it. Please have them read them until they are fluent, and then record them reading them and send as a video to their portfolio in Class Dojo.