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Mrs. Rainer's

Week of September 16-20, 2019

We are having a wonderful year!! Thank you for sharing your child with Mrs. Mason and me. 

You have truly been blessed with your child. These children love learning and love each other. I can't say enough good things about them. There reading has already gotten off to a great start! I can't wait to see what their future holds!!

Please listen to your child read weekly story, 1 minute timed reading racer, and 1 minute time sight words.

Thank you so much for all you do with your child.

Mrs. Rainer



Week of                 Week of

 9/16/19                    9/23/19

1. he                        1. ask

2. be                       2. big

3. if                         3. can

4. got                      4. cat

5. his                      5. drop

6. has                     6. lost

7. hot                      7. ants

8. ran                      8. snip

9. hand                   9. flag

10. hand                 10. stand

Bonus                    Bonus

 *said                        *of

 *the                          *to

Spelling Sentences

Week of 9/16/19

1. It ran so fast.    2. Dan sat in sand.

Week of 9/23/19

1. Ask Dan to clap.    2. The pan is in the sink.

High Frequency Words

my      come     way    on     in

she    take   what    up

blue    help   little    from    use    get

eat    four   five   her    this    too

saw    tree      your     small


st   bl    pl   gr    sc   br    spl   str

Story of the Week
(blue hardback reader)
Get the Egg!
pages 122-145

Reading Racer and Sight words
Get the Pets

Great Educational Sites:

Ready Reading
Lesson D: Retell Stories including Key Details
Mice and Beans
Genre: Fantasy-characters in a fantasy do or say things that cannot happen in real life.
Asking the following questions helps us learn more about the characters: 
1) What does the character say?
2) What do the character do?
3) How does the character feel?
Standard: RL.1.2 Retell stories including key details,
and demonstrate understanding of their central message or lesson.
* Remember*- you and your child can listen to these being read aloud by going to youtube.com and typing in the title of the book. By doing this you can talk about the characters and how they are feeling in the story. Point out the mice on the cover wearing clothes and glasses. Discuss that mice would not do that in real life.
Saxon Phonics
Saxon Phonics
Long and Short Vowel Ee
Rule: When a vowel is followed by a consonant and sneaky e the vowel is long and we mark out sneaky e. 
Lesson 31:Consonant Digraph th- digraphs make one sound. Digraphs are two letters that are side by side and make only one sound. 
Digraph th can be found at the beginning, in the middle or at the end of a word.
Lesson 32: Consonant Digraph ng  and  vowel 
suffix -ing 
Lesson 33: Vowel Suffix -ed makes three sounds
/t/, /d/, or /ed/
Lesson 34: Vowel digraph ee makes the long e sound.
Lesson 35: Assessment 6
will be testing the following blends: sc, bl, br, sl, str, consonant m, short vowel e, and 
consonant digraph ck

Go over these rules each night with your child and make sure they can apply them when coding words.

1) A vowel followed by a consonant is short, code it with a breve (smile).
These are examples known as cvc words:
 dog  cat
                                           cvc    cvc-
cvc- consonant   vowel   consonant

  2) An open, accented vowel is long, code it with a macron (short, straight line above vowel).
These are examples known as cv words:
go    no    so    he    she    hi
                          cv    cv     cv    cv    cv      cv 

cv- consonant  vowel

Spelling Rule:
is followed by a, o, and u
is followed by i, e and y

Look at your child's phonics papers to better understand coding. This will get more difficult as the year progresses. 

Continuing Topic 2

Monday: Review Near Doubles- 2-3 Near Doubles
Tuesday: Lesson 2-8 Continue to Think Addition to Subtract
Wednesday: Lesson 2-9 Solve Words Problems with Facts to 10
Thursday: Lesson 2-10 and Test Review
Friday: Assessment Topic 2

Standards: 1.0A.C.5 Relate counting to addition and subtraction(e.g., by counting on 2 to add 2).
1.OA.C.6 Add and Subtract within 20
1.OA.B.3 Apply properties of operations as strategies to add and subtract.
1.OA.B.4 Understand subtraction as an unknown addend problem. For example: subtract 10-8 by finding the number that makes 10 when added to 8.
1.OA.A.1 Use addtion and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects drawings, and equations with a symbol for the unknown number to represent the problem.