ck vs. k vs. c in Spelling!

      Last week, we talked about how the /k/ sound can be made by c, k, or ck.  We had learned previously that ck happens at the end of words or syllables.

• We learned that ck is only used at the end after a short vowel (like in duck, back, sick).  
• We learned that k is not used after a short vowel.
• We learned that c does not usually end words.

Ideas for Reviewing Sight Words

Click here for ideas on how to review sight words at home...

Click here for the Kindergarten sight words list...

Long Vowels

       In the second half of the year, we start to run in to long vowel words.  There is the strategy 'flip the vowel,' where you try the opposite vowel sound in the word.  For example - if a student read bake as "back," you might say 'flip the vowel.'  They would say the long a sound and say "bake."  This might work with some words (like kite, bike, pipe, open), but what happens when you run into a word like seat.  Some students may try to sound out all the letters and come up with s-e-a-t (blend the short vowels together and you get a weird word).
       After mentioning the 'flip the vowel' strategy, I teach two tips: look for "Super E!" (a.k.a. VCe words) or "Talkers and Walkers? " (a.k.a. vowel teams).

• Super E - we learn that if there's a vowel - consonant - e, the e jumps over the consonant and bumps the vowel to say its name like in like, bike, rake, pipe.  We talk about the e having to be at the end of the word or the end of the syllable, but I don't expect the kids to be able to identify where the syllable break is.  Click here for a video I show the students.
• Talkers and Walkers - we learn that if there are two vowels next to each other, the first one does the talking(says it's long name) and the second one does the walking (or listens - its silent).  Some examples would be beat, beet, neat, plain, rain, day.  Click here for a video I show the students.
• We talk about how most of the time these rules work, BUT there's always rule breakers like in sight words come, are, some, have, said or in other words like in students' names or in words like boy or open.  
• As fluent readers, we know this, but someone learning how to read, they need to be taught it, then it will become automatic and the kids won't even think about it (like we don't think about it as adults).  I saw this from "I Love Lucy."  It's not related to long vowels, but helps us adults remember that our language can have some funny twists to it :).

National Reading Panel

      In 2000, the National Reading Panel was assembled by the government to determine the best practices in teaching children how to read.  After completing their research, they wrote a detailed report for government officials, teachers, and parents on best practices in teaching children to read.  Click this link for suggestions they had for parents with children in Preschool through 3rd Grade.

Reading Strategies for Students

      There are many strategies we use as fluent readers, but students learning to read need help learning these strategies.  Students sometimes use one, two, or more of these strategies to help them decode an unknown word.  Keep in mind that each student develops at their own rate.  For example, a student who may not have all of their letter sounds down may have trouble tapping out a word, while a student who knows all their sounds might be able to 'look for chunks' in words or 'flip the vowel'.  It all depends on the student and the word they are trying to decode.  Here's a list of strategies we focus on to help us decode new words in Kindergarten...

Fundations Help for Parents

Here are some resources to help you with your child's Fundations homework...

• Letter-Keyword-Sound Review (YouTube Movie) (Good for students and parents)
• Letter-Keyword-Sound flashcards - 
• Got for free from Reading on the Run. 
• Letter - Keyword - Sound AND Lower Case Letter Formation (YouTube Movie)
• It's important that letters are made starting at the top (at the correct line) and going down.
• Directions on how to write Lower Case Letters
• Directions on how to write Upper Case Letters
• How to tap and What to tap (YouTube Movie)
• We start learning to tap in January.
• In K, we focus on CVC words for tapping.
• CVCe words are introduced in Reading, but not something we focus on when tapping - e does not get a tap because it is silent.
• This movie covers all syllable types, so its helpful for parents with students in all grades (Groton uses Fundations Grades K-2, there is Words Their Way for Grades 3-5 but it is not currently used in our district).
• (Thank you Mr. Philips for finding this YouTube post.)
• Clear here for the Tapping Information sent home in your child's folder.
• Click here for the Fundations HW recording paper
• Click here for the letters used for Tapping homework / word building.
• **Ignore the letters on page 3, we only use consonants, vowels, and diagraphs in K.**
• Click here for the letters used for the ABC homework.

For more resources, visit our Resources page or Parent's Corner page!

For more information on Fundations, visit their website: http://www.wilsonlanguage.com/programs/fundations/