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Code - Set 18

Activities:

Let’s learn to recognize and spell words where the y is changed to i before adding -ed or -es (e.g., dry to dried and dries).

  • While reading with your child, point out how you add an “-s” or “-ed” at the end of many action words to change who is doing the action or when it is happening. For example, “I walk” can become “Sara walks” or “They walked.” Other words that normally end with “y” get these endings instead: “-ies” or “-ied,” so try becomes tries and tried. Find other action words ending with “y” that would change in the same way (e.g., cry, hurry, worry).

Let’s learn to recognize and spell these sight words: always, answer, hour, only, other, own, thought, weather, whole, would.

  • Ask your child to read and listen to different weather reports, and then write their own containing these words: always, answer, hour, only, other, own, thought, weather, whole and would.

Let’s learn to read correctly at least 80 words per minute in a text with good expression.

  • Encourage your child to teach you about a subject or person that they are interested in. Help him or her find different books to use to learn more about the topic.

Can your child consistently:

  • Recognize and spell words where the y is changed to i before adding -ed or -es (e.g., dry to dried and dries).
  • Recognize and spell these sight words: always, answer, hour, only, other, own, thought, weather, whole, would.
  • Read correctly at least 80 words per minute in a text with good expression.

Did you know?

There is no reason to limit your child’s book selection to less challenging texts. Be available to help your child, and think of it as a chance to learn more. Knowing when it’s time to take a break is an important skill too.