Dr.  Susan  H.  Guertin
Grade 3
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KINDERGARTEN SIGHT WORDS  

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The following 25 Kindergarten sight words have been chosen because they are commonly seen words in reading, and they are often used in the beginner books the children read.

 

I  like  can
 the  in  no
 see  am  said
 it  go  went
 we  he  you
 up  come  me
 and  at  my
 is  to

Writing With Your Child  

drawSmiley.gifWriting With Your Child

We write for many different reasons in our lives. Our children observe us and imitate us. We can use this natural interest to encourage our children to be writers.

Beginning writers imitate adult writers by picking up a pencil, marker or crayon and scribbling. Young children should have writing materials available to them as soon as they can hold a pencil. Children write their "stories" in scribble form at first, and as they continue to see letters and words in their lives they will begin to make some letters as well. Reading alphabet books with your child and talking about the sounds letters make will help to prepare your child for writing.

One way for a beginner to tell a story is to draw it. Ask your child to tell you a story about what has happened in his life (even something simple like eating breakfast can be a story). Once the story has been told, your child can draw a picture to represent it. When your child knows some letters, you can ask him to label the picture ( write an "m" next to me, a "d" next to dad, etc.)

Once your child is familiar with letter sounds, he can stretch the word as he says it and write more than one sound to represent what he hears. As his spelling vocabulary grows more words will be spelled conventionally. The important part is to get your child writing. Don't worry about spelling in the beginning; the story is all important. Have faith that as time goes on your child will learn spelling skills and use more conventional spelling. Writing is a very complicated art and the ideas are always more important than the conventions. There are many aspects to writing, including fine motor skills, the brain, translating the idea into words and the words into writing, and deciding whether to accept or revise the writing. It would be unfair to expect beginning writers to "do it all", so we emphasize the story first.

Some ideas to encourage writing at home follow:

  • writing grocery lists
  • writing down messages from phone calls
  • writing notes to you (you might want to write a note to your child to have her answer)
  • writing letters and thank you notes to relatives
  • writing a to-do list
  • writing a list of things to take on a trip or to the beach
  • writing a list of ingredients for cooking

You will think of many other ways to incorporate writing into your child's home life. Some materials to have on hand for your child's writing life might include:

  • pencils and pens
  • markers and crayons
  • a selection of paper (blank and lined. wide and narrow lines)
  • notebooks and notecards
  • white tape to put over errors (your child can then write over the tape to correct the mistake)
  • scissors and tape ( to cut and paste if your child wants to add something to the middle of a piece)
  • a ruler

Lastly, a great way to motivate your child is to provide a special place for your child to write. It could be a desk, a lap desk, a part of the dining room table, or even a TV tray with a chair. This special place can become your child's "office", a place to write and do homework. If writing is an integral part of your lives, your child will not resist it, and will probably love it!


Reading Aloud is Crucial  

Why Should I Read Aloud to My Child ?

  • Before asking why you should read to your child, ask yourself if you do read to your child on a regular basis. Even third graders should get stories before bed.
  • Children who are read to, sung to, and spoken to from birth do better in school.
  • The more stimulation your child has through his senses touch, taste, smell, sight, and hearing, the more rapidly development will occur.
  • Reading aloud to your child develops speaking skills more rapidly.
  • Children who are spoken to in loving, laughing and meaningful ways develop higher IQs. The more you talk to your child, the brighter she will be.
  • By the age of one, your child's brain has put down all the wiring it will have to develop language, so it is vital to begin reading, singing and talking to him right from birth.
  • By the age of one your child will have aquired all the sounds she needs to speak her native language.
  • Children who sing learn the rhythms of language and can read more fluently. Nursery rhymes provide the same practice in recognizing rhythm and rhyme and prepare children to become fluent readers.
  • Reading aloud provides the opportunity for parents to discuss stories, values, ideas and words.
  • Children who understand a large number of words before entering school rarely, if ever, have reading problems.
  • Reading aloud and conversations with children sharpens their brains, teaches them to concentrate, solve problems and express themselves well. Attention problems can be prevented before they ever start.
  • Children need to hear a thousand stories read aloud before they learn to read themselves. Books can be familiar, new or rereads of the same book. Three stories a day will provide one thousand readings in a year.
  • When you read aloud to your child you are teaching him to understand how print looks, how words work in sentences and how the world works.
  • Hearing words passively, like on television, will NOT develop thought connections in the brain. Children need to be actively involved in conversations about the reading. In other words, children need to be able to talk back during read aloud sessions.
  • The more language a child experiences, the more advantaged he will be intellectually, socially and every other way.
  • To learn more about why and how to read aloud to your child, see Reading Magic: Why Reading Aloud to our Children will Change Their Lives Forever by Mem Fox (Harcourt, 2001).drama.gif

Kindergarten:Home Activities  

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Kindergarten Activities to do at Home

  • Read to your child every day. Let him/her predict what the story will be about, fill in predictable words as you read, and retell the story after. Reread favorite stories over and over again.
  • Encourage your child to "read" to you, a younger sibling, a pet or a stuffed animal. Pretending to read is important work prior to actually learning to read. The child associates the printed word with meaning, develops left to right progression, and learns to use context and picture clues.
  • Have your child write a book by drawing the pictures, and write the words after. The book can then be shared with friends and family.
  • Keep a journal for your child. List favorite books or what your child likes to do. First the child draws the picture, then the parent writes one sentence that the child dictates. Keep it short, and have the child read it back to you.
  • Ask your child to read labels on groceries, street signs, and store names. Make a game of it while reinforcing the association of print with meaning.
  • Play rhyming games with simple words, such as cat.

DOLCH SIGHT WORDS K-3  
Preprimer  Primer  First  Second  Third 
 a  all  after  always  about
 and  am again   around  better
 away  are  an  because  bring
 big  at  any  been  carry
 blue  ate  as  before  clean
 can  be  ask  best  cut
 come  black  by   both  done
 down  brown  could   buy  draw
 find  but  every  call  drink
 for  came  fly   cold  eight
 funny  did  from  does  fall
 go  do  give   don't  far
 help  eat   going  fast  full
 hers  four  had  first  got
 I  get  has  five  grow
 in  good  her  found  hold
 is  has  him  gave  hot
 it  he  how  goes  hurt
 jump  into  just  green  if
 little  like  know  its  keep
 look  must  let  made  kind
 make  new  live  many  laugh
 me  no  may  off  light
 my  now  of  or  long
 not  on  old  pull  much
 one  our  once  read  myself
 play  out  open  right  never
 red  please  over  sing  only
 run  pretty  put  sit  own
 said  ran  round  sleep  pick
 see  ride  some  tell  seven
 the  saw  stop  their  shall
 three  say  take  these  show
 to  she  thank  those  six
 two  so  them  upon  small
 up  soon  then  us  start
 we  that  think  use  ten
 yellow  there  walk  very  today
 you  they  where  wash  together
   this  when  which  try
   too    why  warm
   under    wish  
   want    work  
   was    would  
   well    write  
   went    your  
   what      
   white      
   who      
   will      
   with      
   yes    
     
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       

Reading Strategies Update  

bulb_flashes_3.gif Reading Strategies Updatebulb_flashes_3.gif

Children learn many strategies to help them to identify words. The best strategy is having an adult read to them daily because they build vocabulary and hear what a fluent reader sounds like. Keep in mind that children can understand higher level books when listening to a read aloud than they can actually read themselves. Here are some things that children can do when they encounter a new or difficult word:

  • Young children can look at the picture to try to get a clue to a new word. Most books written for very young children do have pictures. Have your child look through the book first, studying the pictures. This will set up the story for your child. During reading, ask your child to check the picture if he is stuck.
  • The child can get her mouth ready for the first sound in the word.
  • Have your child go back and reread to see if she can come up with the word based on the meaning. Also, have your child reread the sentence after figuring out a word so she hears the whole thought and practices the word one more time.
  • Your child should ask himself," Does this look right? Sound right? Does it make sense?"
  • The child can look for chunks he knows in a word. For example, in the word bring the child may know the chunk ing.
  • Another strategy is to have your child read a piece silently, then read it again aloud. This helps work the information into your child's schema, or knowledge bank.

Other Strategies

  • Your child can use syllable patterns to attack longer, harder words. Consonant-Vowel-Consonant (CVC) words have the short vowel sound in the middle. Example: hat, pen, cut, hop, dim. The chant that goes with this pattern is, One lonely vowel, squished in the middle, says its short sound, just a little.
  • The open vowel pattern has the vowel at the end of the word, causing a long vowel sound. Examples: he, she, go, flu, hi. Be sure to only use words that follow the pattern. Do not use do or to, etc. The chant is, When one vowel at the end is free, it pops right up and says its name to me.
  • Magic e: When e is at the end of a word, it is so powerful that it gives all its strength to the other vowel, making that vowel say its name. Because it gives away all its power, the e is silent. Examples: cake, hope, bite, like, tune, Steve.
  • Two vowels walking: When two vowels go walking, the first one does the talking, and it says its own name. Examples: bean, toast, true, boat.
  • Whiners: Sometimes when two vowels are next to each other, they make a funny whining sound, like when you fall down and say "Ow, aw, oy!" and get a boo-boo. Examples: new, cow, boy, coil, found, around, taught, cool.
  • R-controlled vowels: Bossy r makes the other vowel say the r sound. Examples: corn, park, bird, fur, burger.

Reading Tips for Parents  

bookworm.gifReading With Your Child

  • Choose a comfortable spot and have your child select several books for you to read together.
  • When reading to your child, have fun: Make the voices, emphasize words, make it sound exciting.
  • Don't be afraid to read the same book repeatedly. Your child is learning language patterns and all about how books go. She is watching as you model and learning how reading sounds. She is also making warm memories of reading with you.
  • Let your young child (gr. K, early 1st) "read" stories by making up words to go with the pictures or saying the memorized words. He is doing important pre-reading work that will translate into "real" reading later on.
  • If your child is reading to you, NEVER ask her to sound out a word. Children learn a wide variety of strategies to use; instead, ask your child to try something to get to the word. Reading strategies are listed on the reading strategies page.
  • Listen to the story and ask your child questions that can provoke deep discussions. Think about the things you like to talk about when discussing books. Discuss the characters, why they act the way they do, whether the setting affects what the characters do, list questions you both have about the story, etc.
  • If your child seems stuck on one type of book, introduce him to something different. For instance, if he reads only non-fiction, suggest that you read a mystery together.
  • Read in front of your child. You are your child's best teacher and she will do as you do.
  • Try to have a wide variety of reading materials around the house, such as magazines, books, newspapers, cookbooks, art books, journals, and comic books.
  • Be sure that your child has a bookshelf in his room to hold books of his own. Make it a special place, and make a big deal out of taking good care of our books, always putting them away carefully on the shelf.
  • Finally, reading is (and should be) a social activity. If it isn't fun, your child will not read willingly. Keep it joyful!

Welcome!  

 

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 Mrs. Guertin, Grade 3

Room 31

860-354-5430

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