Main Standard Focus: Figure 19.110.13 Reading/Comprehensi on Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self- directed, critical readers.
Students are expected to:
(E) retell important events in stories in logical order.
Student's Learning Objective: I can understand the order of important events in a story.
Student's Demonstration Of Learning: I can create a flow chart that lists the main events in a story in the correct order.
Interact with Your Child:
Interact with Your Child:
Ask your child to tell you what the order of events was on their first day of school. Encourage them to use sequencing words like First, next, then, meanwhile, finally. Then, tell them the order of events in your day.
Ask your child what sequencing means and why it is important.
Ask your child what the story "Henry and Mudge" was about. "What was the problem? What was the solution to the problem?" Ask them what happened first in the story, in the middle, and in the end. Ask them what genre "Henry and Mudge" was and how they know. The genre is Realistic Fiction.
Play a game where you take turns saying a sequencing word, until you say all you can think of.
Ask your child what sequencing means and why it is important.
Ask your child what the story "Henry and Mudge" was about. "What was the problem? What was the solution to the problem?" Ask them what happened first in the story, in the middle, and in the end. Ask them what genre "Henry and Mudge" was and how they know. The genre is Realistic Fiction.
Play a game where you take turns saying a sequencing word, until you say all you can think of.
Read a short story with pictures together. Before reading, "pre-read" with your child. Ask him or her what the title is, what the pictures show, and what they think the story will be about based on this evidence. Ask them if they think the story is fiction (make believe) or non-fiction (tells you real information) and have them support their response with evidence.
At the end of the story ask your child to tell what happened first, in the middle, and at the end of the story. Encourage them to use sequencing words.
Practice the short vowel a with your child. Take turns writing down and reading as many short a vowel words you can come up with:
Then, do the same with short i vowels:
Take turns coming up with sentences and saying them out loud. Clap your hands at the end of the sentence and say "period". Write sentences on a dry erase board that have a subject, a predicate, and a period at the end.
At the end of the story ask your child to tell what happened first, in the middle, and at the end of the story. Encourage them to use sequencing words.
Practice the short vowel a with your child. Take turns writing down and reading as many short a vowel words you can come up with:
Then, do the same with short i vowels:
Take turns coming up with sentences and saying them out loud. Clap your hands at the end of the sentence and say "period". Write sentences on a dry erase board that have a subject, a predicate, and a period at the end.
