Curriculum Update

So far, we have done the sounds/spellings for the following letters: short a, e, i, o, and u, b, c (spelled c and ck after a short vowel), d, f (spelled f), g, h, j (spelled j and dge after a short vowel), l, m, n (spelled n), p, r (spelled r), s (spelled s), and t. Since we haven’t really reached the point where we are doing all of the irregular spellings, you can practice the short vowel tricks with the kids if you want to help them (short vowel + ck and short vowel + dge). We expect the kids to be using these spellings correctly and that every sound has a symbol that makes sense (even if it isn’t completely correct).

In math, we have learned addition strategies and we are now on to subtraction strategies. We have learned counting on to add (say the biggest number and count on from there: 9+4= say 9, 10, 11, 12, 14). Using the same strategy for the inverse relationship, the kids have learned to count back (say the biggest number and count back from there: 9-4= say 9, 8, 7, 6, 5). The kids should NOT be using their fingers as a strategy at this point (for both addends anyway). They can also use a number line to count on and count back if that helps.