SKILLS
In Skills 5 and the next, the focus is on spelling alternatives for consonant sounds. For example, /b/ spells 'b' and 'bb', /j/ spells 'j' and 'g' and 'ge', /ch/ spells 'ch' and 'tch', /v/ spells 'v' and 've', and /r/ spells 'r' and 'wr'. For grammar, students will be introduced to plural endings. Weekly spelling lists and assessments continue in this unit. The spelling list words continue to be made up of words with letter-sound correspondences that students have already been introduced to in reading.
The stories in this Reader are a bit longer than the stories in the previous Reader. The amount of text associated with each picture is also increasing. Students will also continue to work on using complete sentences to answer questions about the stories.
In writing, we continue instruction in the writing process by asking students to write a letter expressing their personal opinion about their favorite parts of the decodable Reader. Students will be encouraged to give reasons why a certain part is their favorite, citing examples from the text.
KNOWLEDGE
Students will learn about habitats and how plants and animals develop characteristics that help them adapt and survive in particular climates. Students will also learn about the types of foods animals eat and will be introduced to the notion of a food chain. Students will identify and describe different habitats based on their unique characteristics. They will learn to classify animals according to the types of food they eat.
Students will also explore informational writing. They will keep a habitat journal, creating a new entry for every habitat they learn about.
