Skip to main content

Reading Grade 1

Course Description

 

Posts

5-5-19

READING
This week...
-Review: digraphs (ch, sh, th, & wh); suffix es
-Continue FLOSS rule: If a word has one syllable, one vowel, followed by f, l, s, or z--double the f, l, s, or z. (examples: off, fell, pass, jazz)
-ck rule (use "ck" at the end of a one syllable word with one short vowel)

HOMEWORK
Reminder: Please listen to our child read the words, sentences, and stories. Each sentence or story should be read at least twice--or more if needed for fluency.
 
RED WORDS
Students should practice reading/spelling the red word assigned and choose at least 4 more on the ring to review. Students should name the letters, then say the word while bouncing a ball, doing jumping jacks, or jumping on a trampoline. They can also write them with chalk or in sand while naming the letters and then saying the word.

4-29-19

READING
The students have progressed well learning their digraphs (two letters that make one sound) --ch, sh, th, and wh.
 
This week...
-Adding the suffix "es" to words: foxes, dishes, bunches
-FLOSS rule: If a word has one syllable, one vowel, followed by f, l, s, or z--double the f, l, s, or z. (examples: off, fell, pass, jazz) 
 
HOMEWORK
Reminder: Please listen to our child read the words, sentences, and stories. Each sentence or story should be read at least twice--or more if needed for fluency.

RED WORDS
Students should practice reading/spelling the red word assigned and choose at least 4 more on the ring to review. Students should name the letters, then say the word while bouncing a ball, doing jumping jacks, or jumping on a trampoline. They can also write them with chalk or in sand while naming the letters and then saying the word.

4-22-19

READING
Last week, we focused on the digraph, wh as in whistle.
This week, we will focus on sh as in ship or dish.  We will have ongoing review of all digraphs and blends and continue learning new red words.  
 
HOMEWORK
Reminder: Please listen to our child read the words, sentences, and stories.  Each sentence or story should be read at least twice--or more if needed for fluency.  
 
RED WORDS
Students should practice reading/spelling the red word assigned and choose at least 4 more on the ring to review.  Students should name the letters, then say the word while bouncing a ball, doing jumping jacks, or jumping on a trampoline.  They can also write them with chalk or in sand while naming the letters and then saying the word.
 
Blessings and much gratitude,
Mrs. Barfield

4-8-19

READING (Charlie G, Jack D, Chapel C)
I hope everyone had a wonderful Spring Break!!!
This week...
-digraphs: review of "ch" and focus on "th" as in thumb and "th" as in this
 
HOMEWORK
Reminder: Please listen to your child read the words/sentences. Each sentence or story should be read at least twice--or more if needed. The first time a word or sentence is read, the student may need to tap certain words. Each sound should be tapped separately.
 
RED WORDS
The students are reading red words very well. Because the spelling is more difficult, some of the same red words will be assigned for review if the spelling was not retained.
Students should practice reading and spelling the "red word" assigned and review the others on the ring. Use movement to practice red words. These words cannot be tapped or sounded out. Students can name the letters, then say the word while bouncing a ball, doing jumping jacks, or jumping on a trampoline. They can also write them with chalk or in sand while naming the letters.
Thank you, parents!

3-25-19

READING (Charlie G, Jack D, Chapel C)
This week...
-Ongoing review of words with beginning and ending blends and suffix "s"
-Digraph "ch" as in chin
After spring break, we will continue with digraphs: th, wh, and sh

HOMEWORK
Please listen to your child read the words/sentences. Each sentence or story  should be read at least twice--or more if needed. The first time a word or sentence is read, the student may need to tap certain words. Each sound should be tapped separately.

RED WORDS
The students are reading red words very well.  Because the spelling is more difficult, some of the same red words will be assigned for review if the spelling was not retained.
Students should practice reading and spelling the "red word" assigned and review the others on the ring. Use movement to practice red words. These words cannot be tapped or sounded out. Students can name the letters, then say the word while bouncing a ball, doing jumping jacks, or jumping on a trampoline. They can also write them with chalk or in sand while naming the letters.
Thank you!

3-11-19

READING (Charlie G, Jack D, Chapel C)
This week...
-ongoing review of words with beginning and ending blends
-adding the suffix "s" to words
(bugs, trips, jumps, gulps)
 
HOMEWORK
Please listen to your child read the words/sentences. Each sentence should be read at least twice--or more if needed. The first time a word or sentence is read, the student may need to tap certain words. Each sound should be tapped separately.  
 
RED WORDS
Students should practice reading and spelling the current "red word" and review the others on the ring. Use movement to practice red words. These words cannot be tapped or sounded out. Students can name the letters, then say the word while bouncing a ball, doing jumping jacks, or jumping on a trampoline. They can also write them with chalk or in sand while naming the letters.
Thank you, parents!
Martha Barfield

3-4-19

READING (Charlie G, Jack D, Chapel C)
This week...
-Ending blends: -pt,-ft,-lp, lk, lf, ld 
examples: kept, left, help, milk, elf, weld
-Reading: paragraph form
 
*Thank you for your encouragement with homework.
Please listen to your child read the words/sentences. Each sentence should be read at least twice--or more if needed. The first time a word or sentence is read, the student may need to tap certain words. Each sound should be tapped separately.

Practice RED WORDS daily.
Students should practice reading and spelling the current "red word" and review the others on the ring. Use movement to practice red words. These words cannot be tapped or sounded out. Students can name the letters, then say the word while bouncing a ball, doing jumping jacks, or jumping on a trampoline. They can also write them with chalk or in sand while naming the letters.
Thank you,
Martha Barfield

2-25-19

READING (Charlie G, Jack D, Chapel C)
Last week we covered ending blends: -nt and -st
This week...
-Ending blends: -nd, -sk, -mp, -xt, -pt, -ft
(Examples: band, mask, lamp, next, wept, left)

*Thank you for your support with homework.
Please listen to your child read the words/sentences. Each sentence should be read at least twice--or more if needed. The first time a word or sentence is read, the student may need to tap certain words. Each sound should be tapped separately.
Roll and Read games may be included for extra review.
Practice RED WORDS daily.
Students should practice reading and spelling the current "red word" and review the others on the ring. Use movement to practice red words. These words cannot be tapped or sounded out. Students can name the letters, then say the word while bouncing a ball, doing jumping jacks, or jumping on a trampoline. They can also write them with chalk or in sand while naming the letters.
*Students should also read the column lists of red words (in blue folder) to build fluency.
Many thanks,
Martha Barfield

2-11-19

READING (Charlie G, Jack D, Chapel C)
Last week we covered beginning blends: sc, sk, sm, sn, sp, st, squ
This week...
-Ending blends: st as in test; nt as in hunt
-Focus on reading fluency (accuracy, speed, expression)
*Homework is important to reinforce skills taught in class. 
Please listen to your child read the words/sentences. Each sentence should be read at least twice--or more if needed. The first time a word or sentence is read, the student may need to tap certain words. Each sound should be  tapped separately.  
Roll and Read games are included for extra review.  

Practice RED WORDS daily.
Students should practice reading and spelling the current "red word" and review the others on the ring. Use movement to practice red words. These words cannot be tapped or sounded out. Students can name the letters, then say the word while bouncing a ball, doing jumping jacks, or jumping on a trampoline. They can also write them with chalk or in sand while naming the letters.
*Students should also read the column lists of red words (in blue folder) to build fluency.
Many thanks,
Martha Barfield

1-28-19

READING (Charlie G, Jack D, Chapel C)
This week...
-continue with 3-letter beginning blends such as spl, scr, and str.
-Focus on reading fluency (accuracy, speed, expression)
-tw, dw, sw blends such as twin, swam, twig

*Homework is important to reinforce skills taught in class. Homework usually includes words/sentences your child should read aloud to you. Please 
listen to your child read the words/sentences at least twice--or more.
 
Practice RED WORDS daily.  
Students should practice reading and spelling the current "red word" and review the others on the ring. Use movement to practice red words. These words cannot be tapped or sounded out. Students can name the letters, then say the word while bouncing a ball, doing jumping jacks, or jumping on a trampoline. They can also write them with chalk or in sand while naming the letters.
*Students should also read the column lists of red words (in blue folder)  to build fluency.

Much appreciation!
Martha Barfield

1-22-19

READING (Charlie G, Jack D, Chapel C) 
This week...
-Review l and r blends; focus on Nonsense words
-3-letter  beginning blends such as spl, scr, and str.
-Focus on reading fluency (accuracy, speed, expression)
 
*Homework is important to reinforce skills taught in class. Homework usually includes sentences your child should read aloud to you. A Roll and Read activity is usually included.
 
Red Words:
Students should practice reading and spelling the current "red word" and review the others on the ring. Use movement to practice red words. These words cannot be tapped or sounded out. Students can name the letters, then say the word while bouncing a ball, doing jumping jacks, or jumping on a trampoline. They can also write them with chalk or in sand while naming the letters.
 
If you can’t fly then run, if you can't run then walk, if you can’t walk then crawl, but whatever you do you have to keep moving forward.  Martin Luther King
 
Thank you,Wonderful Parents!
Martha Barfield

READING (Charlie G, Jack D, Chapel C)
We have started working with "r" blends such as br, cr, dr, gr, pr, and tr.
We will then move on to other beginning blends such as sk, sn, sp,sw, tw, spl, scr, and str.
Ongoing Review:
-Continue practice with an and am as well as all vowels/consonants to promote automatic reading of cvc (consonant/vowel/consonant) words and sentences.
-Continue with Nonsense words (words that are not real) to promote phonological awareness [blending (combining sounds to make words)].
-Improve fluency in reading sentences

*Homework is important to reinforce skills taught in class. Homework usually includes sentences your child should read aloud to you. A Roll and Read activity is usually included, as well.
Red Words:
Students should  practice reading and spelling the current "red word" and review the others on the ring.  Use movement to practice red words. These words cannot be tapped or sounded out.  Students can name the letters, then say the word while bouncing a ball, doing jumping jacks, or jumping on a trampoline.  They can also write them with chalk or in sand while naming the letters.    

Thank you, Parents!
Martha Barfield
[email protected]

12-17-18

READING (Charlie G, Jack D)
We have started working with "l" blends such as bl, cl, fl, gl, pl, and sl.
the students are making great progress with this skill, which we will continue to focus on this week.
-Continue practice with an and am as well as all vowels/consonants to promote automatic reading of cvc (consonant/vowel/consonant) words and sentences.
-Continue with Nonsense words (words that are not real) to promote phonological awareness [blending (combining sounds to make words)].
-Improve fluency in reading sentences
*Thank you for your support with homework. Homework is important to reinforce skills taught in class. Homework usually includes sentences your child should read aloud to you. Students should also practice reading and spelling the current "red word" and review the others on the ring. 
 
Have a wonderful Christmas as we celebrate the birth of our Savior!
Martha Barfield
[email protected]

12-3-18 Reading Grade 1

READING  (Charlie G, Jack D)
-an as in fan
-Continue practice with all vowels/consonants to promote automatic reading of cvc (consonant/vowel/consonant) words and sentences.
-Continue with Nonsense words (words that are not real) to promote phonological awareness [blending (combining sounds to make words)].
-Improve fluency in reading sentences
*Thank you for your support with homework. Homework is important to reinforce skills taught in class. Homework usually includes sentences your child should read aloud to you. Students should also practice reading and spelling the current "red word" and review the others on the ring. I will also send lists of red words for practice.