Friday, 13 September 2013
Psalter tunes web site
Psalter tunes web site
If you are unfamiliar with some of the psalter tunes that we have chosen for memory work this year, here is a website that has the tunes available in a midi format.
http://www.prca.org/resources/categories/psalter/
I find that it works quite well.
Spelling Hints and Spelling city website
As we work on our spelling lists, here are some fun ways to study at home!
Wordo—Played just like the game Bingo, but this version uses sight words instead of numbers on a grid card.
Concentration—Sight word concentration cards can easily be made using index cards. Simply write each word on two cards, shuffle and lay face down to play.
Word Searches—Create word searches featuring sight words or use one of the many available on the Internet.
Go Fish—Go fish cards can easily be made using index cards. Simply write each word on two cards, shuffle and deal to play.
Playdough Words-Using playdough, have your child roll (make “snakes”) one letter at a time to spell the sight word. Your child can practice saying the sight word as he/she rolls it.
Sand Words-Using a metal baking sheet, sprinkle some sand (or salt or cornstarch) onto it so a thin layer is created. Ask your child to choose a word and write the word in the sand using his/her pointer finger. Ask your child to say the word created in the sand. Shake the tray carefully to erase the word.
Shaving Cream Words-Using a counter or table top, squirt some shaving cream onto the level surface and smooth out to a thin layer. Ask your child to choose a word and write the word in the shaving cream using his/her pointer finger. Ask your child to say the word. Smooth hand over the shaving cream to erase the word.At school we have been using the computer room and logging on to the website:
www.spellingcity.com
Once on the site, go to "find a list"
where it will ask you to find a teacher. (please enter my first and last name with a space between)
then you should find find my name coming up. click on it
once on the site for our class, go to the list # that we are studying, we play the "free" games (unless you are willing to sign your child up)
Tuesday, 3 September 2013
Weekly Memory Work - Theme - Beatitudes
Memory Work ___________2013-2014
Psalter # |
Beatitude
|
Title
|
Week of
|
|
322
186
|
Intro to Sermon and
Beatitudes
|
How Shall the Young Direct
Their Way v. 1
v. 2
Though I am Poor and Sorrowful v.1
v. 2
|
Sept.3
9
16
23
|
|
322
362
|
Blessed are the poor in
spirit
|
Now Thank We All Our God v. 1
How Shall the Young Direct
Their Way v. 3
v. 4
From Out the Depth I Cry, O Lord v. 1
v. 2
|
Sept. 30
October 7
15
21
28
|
|
141
400
|
Blessed are they that
mourn
|
Lord, I Lift my Soul to
Thee v.2
v. 3
Hallelujah, Praise Jehovah v. 5
Christmas Songs / Program
|
November 4
11
18
25
|
|
|
Blessed are the meek
|
Christmas Songs / Program
|
December 2
9
16
|
|
141
140
|
Blessed are they that do
hunger and thirst
|
Gracious God My Heart Renew v. 1
v. 2
God, Be Merciful to Me v. 1
v. 3
|
January 6
13
20
27
|
|
382
238
|
Blessed are the merciful
|
Lord Thou Hast Searched Me v. 1
v. 5
Zion Founded on the
Mountains v. 1
v.3
|
February 3
10
17
24
|
|
348
|
Blessed are the pure in
heart
|
With Joy and Gladness in my
Soul v. 1
v. 2
v. 3
|
March 3
18
24
|
|
47
123
|
Blessed are the
peace-makers
|
My God, My God I Cry to Thee v. 1
v. 8
If We Have Forgotten the Name
of our God
v.1
v. 2
v.3
|
March 31
April
7
14
22
28
|
|
200
|
Blessed are they which
are persecuted
|
Christ Shall Have Dominion v. 1
v. 4
Closing Program
|
May 5
12
19
26
|
|
|
The Beatitudes
|
Closing Program
|
June 2
9
16
|
Oral Reading Guide for Marking
Oral Reading Guide for Marking
Below is an overview
of how oral reading will be evaluated in Grade Two. It may come in handy when
listening to your child read out loud at home. Listen and stress one or two
areas at a time to work on with your child and celebrate the successes they
have along the way. Happy reading!
Oral Reading Evaluation Scheme
When reading orally,
I generally listen for the following characteristics to be present when a
student reads:
1)
Smoothness: reading by good phrasing rather than reading word by word; there
should be no pauses unless called for by punctuation or context
2)
Alertness to punctuation: stopping at periods, pausing at commas, and raising
voice at question marks
3)
Volume: reading loudly enough to be heard clearly at the back of the room;
holding the book correctly and keeping the head up help the volume to improve
4)
Enunciation: saying the words clearly, not mumbling; some will need to slow
down in order to accomplish this
5)
Speed: reading at a speed that enables the reader to be accurate, smooth, and
expressive
6)
Accuracy: pronouncing words and reading sentences correctly
7)
Poise: having confidence in reading and speaking before others
8)
Expression: having good voice inflection to make the story interesting and
realistic
Grade Range
A or A-
students who read smoothly with proper expression and
need very little help
B+ or
B
students who have good expression but need to sound out
words occasionally, or who have to reread from time to
time to get good expression
B- or
C+
students who need to work on expression, but who know
the words or can sound them out quickly
C or
C-
students who are having difficulty with words and
expression
D+ or
D
students who are struggling and must sound out nearly
every word and reread several times before new reading is
smooth
Spelling Lists # 1-5
Spelling Lists # 1-5
|
List 1
1. back
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
2. bake
|
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|
3. lick
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
4. like
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
5. bike
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
6. lack
|
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|
7. lake
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
8. duck
|
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|
9. pack
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
10. stick
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
11. camp
|
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|
12. tents
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
13. bugs
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
14. a
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
15. the
List 2
|
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