103	Mr. Gelber	101	ggelber2@schools.nyc.gov
111	Mrs. Cook	102	jcook@schools.nyc.org
216	Mrs. Grossman	103	sgrossm5@schools.nyc.gov
208	Mrs. Harris/Trinchese	131	aharris162@schools.nyc.gov mrodger2@schools.nyc.gov

Readers Are Brave & Resourceful When They Encounter Hard Words & Tricky Parts of Their Books • Readers notice common language of fairy tales”Once upon a time”,”Long ,long ago..” • Readers identify the main & minor characters in their fairy tales • Readers identify the problem that needs to be solved in a fairy tale • Readers notice that fairy tales always have a happy ending & can predict the ending • Readers can identify where the main character broke a rule & the consequences that follow		Poetry – Powerful Thoughts in Tiny Pockets • Writers generate ideas for fairy tales by thinking about enemies • Writers write many versions by changing the characters • Writers change the point of view • Writers write clever details to the plot • Writers write about what happened before the fairy tale began PUBLISH

Place Value; Fractions • Create sets of tens & ones • Use guess & check strategy to solve problems • To estimate numbers • To compare & order numbers to 100 • To introduce ½,1/3,1/4 • To separate a whole into parts using non unit fractions • Game Day		Topics to be discussed: • What can we observe about gases? • What are the four seasons? • What is weather?
The following topics will be discussed: • Students will learn about symbols of America • Vocabulary – bald eagle, allegiance, Statue of Liberty, pledge		In honor of your  child's birthday, Read Aloud books are always welcome.     Please read with your child daily, for at least 20 minutes.   This will help them to build up their stamina and fluency.   An idea for practicing money  concepts is making at home ''stores. Students are responsible for all words words given  as homework.    Please review  words from past weeks as well.

 

GUIDELINES FOR HELPING WHEN A CHILD IS STUCK ON A WORD

STRATEGIES TO TEACH

  Try out the first sound, see if it seems like a word you know.

  Go back to the beginning of the sentence and turn your mind on higher -pay closer attention.

  Read to the end of the sentence then go back and try the word again

  Read the sentence, skip the word, make a guess that makes sense, then if the whole sentence makes sense keep going. (This strategy is best for students who rely too heavily on the graph phonic cueing system.)

 For kids who don't pay much attention to print, make a guess that would make sense, and go back and check it. Go back to the word, could it be what you guessed? Does it
match what you said? Read the word again, running your finger under it. Does it look right?

  For kids who guess the wrong part of speech, ask, Does it sound right?

  Reread the sentence, go to the unknown word, look at the first letter of the word, get your mouth ready to say its sound, reread the sentence, have your mouth ready.

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