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SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning about the different partsof a book.Use the book sent home by your teacher or one thatyou already have at home. Use your finger to point to the title. The title is thename of the book. Use your finger to point to the author. The author isthe person who wrote the book. Turn to the title page. The title page is the firstpage inside the bookcover. Turn to the table of contents. This page tells youwhat is in the book and what page you will find it on. More Fun: Pick another book. Point to the book’sname (title) and to the person who wrote thebook (author). Find the title page and tableof contents.Child’s signatureParent’s (Learning Partner’s) signature1/Knows the Parts of a Book and Their Functions/11
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning about the different partsof a book.Use the book sent home by your teacher or one thatyou already have at home. Point to and read the title and author of the book. Show your family the title page and tableof contents. Read the book. More Fun: Use your finger to point out the book’sillustrator. Point out the dedication of the book, ifthere is one.Child’s signatureParent’s (Learning Partner’s) signature1/Knows the Parts of a Book and Their Functions/22
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning about books that are“make-believe” (fiction). Read a book that is about make-believe peopleor animals and their lives. Make-believe stories arecalled fiction. Then write three things about the story that aremake-believe. This will tell you why the story is fiction.The story, , is fictionbecause:1.2.3. More Fun: Write the name of another book youhave read that is fiction.Child’s signatureParent’s (Learning Partner’s) signature1/Reads and Comprehends Both Fiction and Nonfiction/13
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning about books that are true(nonfiction).Read a nonfiction book sent home by your teacher.True stories are called nonfiction. Write three reasons why this book is a nonfiction(true) book.The story, , is nonfictionbecause:1.2.3. More Fun: Tell your family why you liked reading thisnonfiction story.Child’s signatureParent’s (Learning Partner’s) signature1/Reads and Comprehends Both Fiction and Nonfiction/24
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning that “make-believe” (fiction) stories are different from true (nonfiction) stories. Read “Sharks.” Think about whether it is a “make-believe” (fiction)story or a true (nonfiction) story. Put an X on the line below to show whether thepassage is fiction or nonfiction.SharksA shark is a fish.A shark eats small fish.It lives and swims inthe sea.It has sharp teeth.FictionNonfiction More Fun: Read another story. Tell your familywhether it is fiction or nonfiction.Child’s signatureParent’s (Learning Partner’s) signature1/Reads and Comprehends Both Fiction and Nonfiction/35
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning how fantasy (somethingimaginary) is different from reality (something that can happen). Read the following short story. Think about whether the story is make-believe orreal. Put an X on the line to show whether the passage ismake-believe or real.Kit Bakes A CakeKit the Cat baked a cake for her kittens.The cake was good. The kittens like cake.Kit is a very kind cat.Make-believeReal More Fun: Tell your family a make-believe storyabout Fergie the Dog.Child’s signatureParent’s (Learning Partner’s) signature1/Reads and Comprehends Both Fiction and Nonfiction/46
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning what a sentence is. A sentence begins with a capital letter and endswith a period. Underline each sentence below.The WalkBob and Mary walk in the park. They see birdsin the sky. They play in the sand. Bob and Marywalk home. They have so much fun! More Fun: Pick any book. Show where a sentencein the book begins and ends. Find three moresentences.Child’s signatureParent’s (Learning Partner’s) signature1/Can Identify a Sentence/17
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning what a sentence is andwhere it begins.The first letter in a sentence is a capital letter. As you read each line, circle the first letter of thesentence.1. Don the dog dug a big hole.2. Four fish swim in the lake.3. Sally swam in the sea.4. Five flies flew fast to find food.5. Let’s jump up, down, and all around. More Fun: As you read the story below, circle thefirst letter of each sentence.Don the dog dug a big hole. He put his bonein the hole. Later, Don went back to find hisbone. It was good to eat.Child’s signatureParent’s (Learning Partner’s) signature1/Can Identify a Sentence/28
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning that a capital (uppercase)letter is used at the beginning of a sentence. Using a pencil, draw a circle around the first letterof each sentence in “Kelly’s Kite.”Kelly’s KiteKelly has a new kite. Her kite is pink. It has bluestars on it. Her kite looks big in the sky. Kelly likesher new kite. More Fun: Pick any book at home and find thebeginning of each sentence on a page.Point to the spaces between the sentences.Child’s signatureParent’s (Learning Partner’s) signature1/Can Identify a Sentence/39
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning what letters, words, andsentences are.As you read each line below, tell whether each itemis a letter, a word, or a sentence. Circle the answer.1. The bus is here.letterwordsentence2. catletterwordsentence3. bletterwordsentence4. It is my hat!letterwordsentence More Fun: Pick any book and find letters, words,and sentences in it.Child’s signatureParent’s (Learning Partner’s) signature1/Knows Differences among Letters, Words, and Sentences/110
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is beginning to learn aboutbeginning sounds. Say the name of each picture. Write the letter for the beginning sound of eachword.Child’s signatureParent’s (Learning Partner’s) signature1/Can Blend or Segment the Phonemes of One-Syllable Words/1Reprinted by permission from How To Tutor Your Child in Reading and Writing by ERIC and the Family Learning Association11
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is beginning to learn about the firstsound in each word. Say the name of each picture. Write the letter for the beginning sound of eachword.Child’s signatureParent’s (Learning Partner’s) signature1/Can Blend or Segment the Phonemes of One-Syllable Words/2Reprinted by permission from How To Tutor Your Child in Reading and Writing by ERIC and the Family Learning Association12
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning about the beginningsound of each word. Say the name of each picture. Write the letter for the beginning sound of eachword.Child’s signatureParent’s (Learning Partner’s) signature1/Can Blend or Segment the Phonemes of One-Syllable Words/3Reprinted by permission from How To Tutor Your Child in Reading and Writing by ERIC and the Family Learning Association13
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is beginning to learn about thebeginning sounds of words. Say the name of each picture. Write the letter for the beginning sound of eachword.Child’s signatureParent’s (Learning Partner’s) signature1/Can Blend or Segment the Phonemes of One-Syllable Words/4Reprinted by permission from How To Tutor Your Child in Reading and Writing by ERIC and the Family Learning Association14
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is beginning to learn about thebeginning sound of each word. Name each picture. Write the letter for the beginning sound of eachword.Child’s signatureParent’s (Learning Partner’s) signature1/Can Blend or Segment the Phonemes of One-Syllable Words/5Reprinted by permission from How To Tutor Your Child in Reading and Writing by ERIC and the Family Learning Association15
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is beginning to learn about thebeginning sound of each word. Say the name of each picture. Write the correct word in the blank.I liked the story about the .cedarGeorge has a tree.giantOur dog is very .gentleDon’t play in the !circlesI can draw on my paper.cementChild’s signatureParent’s (Learning Partner’s) signature1/Can Blend or Segment the Phonemes of One-Syllable Words/6Reprinted by permission from How To Tutor Your Child in Reading and Writing by ERIC and the Family Learning Association16
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning to focus on the sound heor she hears at the beginning of words. Say each word to your child. Ask your child to tell you the sound (not the letter)each word begins with.1. book5. tail2. cake6. goat3. hat7. nurse4. coat8. rock More Fun: Choose five words from a book you arereading. Say the word. Say the sound you hear atthe beginning of each word.Child’s signatureParent’s (Learning Partner’s) signature1/Can Blend or Segment the Phonemes of One-Syllable Words/717
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning that every word has anending sound. Name each picture. Write the letter of the ending sound of the word foreach picture.Child’s signatureParent’s (Learning Partner’s) signature1/Can Blend or Segment the Phonemes of One-Syllable Words/8Reprinted by permission from How To Tutor Your Child in Reading and Writing by ERIC and the Family Learning Association18
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning to focus on the sound heor she hears at the end of words. Say each word to your child. Ask your child to tell you the sound (not the letter)each word ends with.1. jam5. harp2. foot6. hill3. ink7. ox4. town8. egg More Fun: Choose five words from a book you arereading. Say each word. Say the sound that youhear at the end of each word.Child’s signatureParent’s (Learning Partner’s) signature1/Can Blend or Segment the Phonemes of One-Syllable Words/919
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning about vowel sounds inwords. Name each picture. Then circle the correct hatflagglasshogfrogripcatsocksratcotjacksChild’s signatureParent’s (Learning Partner’s) signature1/Can Blend or Segment the Phonemes of One-Syllable Words/10Reprinted by permission from How To Tutor Your Child in Reading and Writing by ERIC and the Family Learning Association20
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning about vowel sounds inwords. Name each picture. Then circle the correct word. Listen for the vowel ttagscrabcattwinscribpinwigdogpanwagdigChild’s signatureParent’s (Learning Partner’s) signature1/Can Blend or Segment the Phonemes of One-Syllable Words/11Reprinted by permission from How To Tutor Your Child in Reading and Writing by ERIC and the Family Learning Association21
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning about vowel sounds inwords. Name each picture. Then circle the correct word. Listen for the vowel tcobtackhopcablockcathotfoxcothatfixChild’s signatureParent’s (Learning Partner’s) signature1/Can Blend or Segment the Phonemes of One-Syllable Words/12Reprinted by permission from How To Tutor Your Child in Reading and Writing by ERIC and the Family Learning Association22
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning that every word has avowel sound. Name each picture. Then circle the correct word. Listen for the vowel sacktendrumducktubnutsraggummatsrughamChild’s signatureParent’s (Learning Partner’s) signature1/Can Blend or Segment the Phonemes of One-Syllable Words/13Reprinted by permission from How To Tutor Your Child in Reading and Writing by ERIC and the Family Learning Association23
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning that every word has avowel sound. Name each picture. Then circle the correct word. Listen for the vowel ��s signatureParent’s (Learning Partner’s) signature1/Can Blend or Segment the Phonemes of One-Syllable Words/14Reprinted by permission from How To Tutor Your Child in Reading and Writing by ERIC and the Family Learning Association24
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is beginning to learn the short “a”and short “e” vowel sounds. Trace the name of each picture.Child’s signatureParent’s (Learning Partner’s) signature1/Can Blend or Segment the Phonemes of One-Syllable Words/15Reprinted by permission from How To Tutor Your Child in Reading and Writing by ERIC and the Family Learning Association25
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is beginning to learn the short “i”,short “o”, and short “u” vowel sounds. Trace the name of each picture.Child’s signatureParent’s (Learning Partner’s) signature1/Can Blend or Segment the Phonemes of One-Syllable Words/16Reprinted by permission from How To Tutor Your Child in Reading and Writing by ERIC and the Family Learning Association26
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning the short vowel sounds. Trace the name of each picture.Child’s signatureParent’s (Learning Partner’s) signature1/Can Blend or Segment the Phonemes of One-Syllable Words/17Reprinted by permission from How To Tutor Your Child in Reading and Writing by ERIC and the Family Learning Association27
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning the long vowel sounds. Name each picture. Then circle the correct word. Listen for the vowel akekiteChild’s signatureParent’s (Learning Partner’s) signature1/Can Blend or Segment the Phonemes of One-Syllable Words/18Reprinted by permission from How To Tutor Your Child in Reading and Writing by ERIC and the Family Learning Association28
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning the long vowel sounds. Name each picture. Then circle the correct word. Listen for the vowel efireChild’s signatureParent’s (Learning Partner’s) signature1/Can Blend or Segment the Phonemes of One-Syllable Words/19Reprinted by permission from How To Tutor Your Child in Reading and Writing by ERIC and the Family Learning Association29
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning the long “a” and long “i”vowel sounds. Trace the name of each picture.Child’s signatureParent’s (Learning Partner’s) signature1/Can Blend or Segment the Phonemes of One-Syllable Words/20Reprinted by permission from How To Tutor Your Child in Reading and Writing by ERIC and the Family Learning Association30
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning the long “o” vowelsound. Circle the correct word for each toptodayfloatlostcopyfoundloafcoatChild’s signatureParent’s (Learning Partner’s) signature1/Can Blend or Segment the Phonemes of One-Syllable Words/21Reprinted by permission from How To Tutor Your Child in Reading and Writing by ERIC and the Family Learning Association31
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning the double vowel long“e” sound. Name each picture. Then circle the correct word. Listen for the vowel emealtreeneedlemadeChild’s signatureParent’s (Learning Partner’s) signature1/Can Blend or Segment the Phonemes of One-Syllable Words/22Reprinted by permission from How To Tutor Your Child in Reading and Writing by ERIC and the Family Learning Association32
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning the long “e” and long “o”vowel sounds. Trace the name of each picture.Child’s signatureParent’s (Learning Partner’s) signature1/Can Blend or Segment the Phonemes of One-Syllable Words/23Reprinted by permission from How To Tutor Your Child in Reading and Writing by ERIC and the Family Learning Association33
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning to focus on the middlesound in one-syllable words. Circle the words that have the same middle soundas the first word in each row.1. bighitmopwentthin2. cutyesgladrunsick3. getgumwaghillmen4. maphopkidladmet5. redfinwetfogtan6. poppitsatdottub More Fun: Circle the center sounds in each of thewords in this sentence:Sam got ham with jam.Child’s signatureParent’s (Learning Partner’s) signature1/Can Blend or Segment the Phonemes of One-Syllable Words/2434
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning how to say and hear eachsound in a three- or four-letter word. Say the word. Look at the word and break up the sounds. Now, say each sound of the word (not the lettername).1. bug/b/ /u/ /g/2. went/w/ /e/ /n/ /t/3. snap/s/ /n/ /a/ /p/4. twig/t/ /w/ /i/ /g/5. dog/d/ /o/ /g/6. best/b/ /e/ /s/ /t/ More Fun: As you walk through your home, listen tothe conversation around you. Choose one wordand break it down into its many smaller sounds (forexample, “mat” becomes /m/ /a/ /t/).Child’s signatureParent’s (Learning Partner’s) signature1/Can Blend or Segment the Phonemes of One-Syllable Words/2535
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning how to say and hear eachsound in a three- or four-letter word. Say the word. Look at the word and break up the sounds. Now say each sound (not the letter name) of theword.1. help/h/ /e/ /l/ /p/2. send/s/ /e/ /n/ /d/3. lip/l/ /i/ /p/4. drop/d/ /r/ /o/ /p/5. last/l/ /a/ /s/ /t/6. rest/r/ /e/ /s/ /t/Child’s signatureParent’s (Learning Partner’s) signature1/Can Blend or Segment the Phonemes of One-Syllable Words/2636
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning how to read three- andfour-letter words. Say each sound (not the letter name) slowly. Now, put all three or four sounds together to makea word.1. /f/ /a/ /t/fat2. /b/ /e/ /d/bed3. /s/ /t/ /o/ /p/stop4. /s/ /i/ /t/sit5. /t/ /u/ /b/tub More Fun: Look for a four-letter word in a book.Say each of the sounds slowly. Then say them fast.Child’s signatureParent’s (Learning Partner’s) signature1/Can Blend or Segment the Phonemes of One-Syllable Words/2737
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning how to read some fourletter words. Say each sound (not the letter name) slowly. Now, put all four sounds together to make a word.1. /d/ /u/ /s/ /t/dust2. /s/ /l/ /e/ /d/sled3. /c/ /r/ /o/ /p/crop4. /f/ /a/ /c/ /t/fact5. /w/ /e/ /n/ /t/went6. /m/ /u/ /s/ /t/must7. /p/ /a/ /s/ /t/past More Fun: Say each sound in the following namesslowly. Then put all the sounds together.FREDMARYSARACARAChild’s signatureParent’s (Learning Partner’s) signature1/Can Blend or Segment the Phonemes of One-Syllable Words/2838
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning what a letter is. Draw a line under the letters in each row.Example:39h1. ab56ba2. h327tp3. 965fhm4. mn8zxc5. i47rdg7t More Fun: Write the lowercase letters of thealphabet on a piece of paper in order from a to z.Child’s signatureParent’s (Learning Partner’s) signature1/Recognizes and Can Name All Uppercase and Lowercase Letters/139
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning what an uppercase (capital) letter is, such as A, D, and F. Uppercase (capital) letters are usually twice as bigand they are shaped differently than lowercaseletters. Circle the letters that are uppercase (capital)letters.AMBrgyNTHqgYKIe More Fun: Open a book to any page. Point withyour finger to uppercase (capital) letters.Child’s signatureParent’s (Learning Partner’s) signature1/Recognizes and Can Name All Uppercase and Lowercase Letters/240
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning what a lowercase letter is,such as a, d, and f. Lowercase letters are the small letters. Circle the lowercase letters.WJAaJLQtEmgRrWF More Fun: Open a book to any page. Use yourfinger to point to the lowercase letters.Child’s signatureParent’s (Learning Partner’s) signature1/Recognizes and Can Name All Uppercase and Lowercase Letters/341
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning what upper- and lowercase letters are. Look at each letter. Draw a line under all the uppercase (capital) N More Fun: Look in the book you are reading. Pointto and name 10 uppercase letters.Child’s signatureParent’s (Learning Partner’s) signature1/Recognizes and Can Name All Uppercase and Lowercase Letters/442
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning what upper- and lowercase letters are. Look at each letter. Draw a line under all the uppercase mqBFedfEKD More Fun: As you read books, look for uppercaseletters.Child’s signatureParent’s (Learning Partner’s) signature1/Recognizes and Can Name All Uppercase and Lowercase Letters/543
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning how to sound out lettersin order to read words. A letter or a group of letters makes a sound. Say each sound slowly. Read the word.1./sk/ /i/ /p/skip2./sl/ /i/ /p/slip3./tr/ /a/ /p/trap4./pl/ /a/ /y/play5./tw/ /i/ /g/twig More Fun: Write as many words beginning with theletters /tr/ that you can think of below.Child’s signatureParent’s (Learning Partner’s) signature1/Accurately Decodes Words/144
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning how to sound out lettersin order to read words. A letter or a group of letters makes a sound. Say each sound slowly. Read the word.1. /pl/ /u/ /g/plug2. /dr/ /u/ /m/drum3. /fl/ /e/ /d/fled4. /st/ /o/ /p/stop5. /gl/ /a/ /d/gladChild’s signatureParent’s (Learning Partner’s) signature1/Accurately Decodes Words/245
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning how to sound out andread words. A letter or a group of letters makes a sound. Say each sound slowly. Read the word.1. /th/ /i/ /s/this2. /wh/ /e/ /n/when3. /ch/ /i/ /n/chin4. /b/ /a/ /th/bath5. /f/ /i/ /sh/fish More Fun: Say a friend’s name quickly (“Sam”).Then say each letter in the name slowly (“S-a-m”).Do this for the names of people in your family.Child’s signatureParent’s (Learning Partner’s) signature1/Accurately Decodes Words/346
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning how to sound out andread words. A letter or a group of letters makes a sound. Say each sound slowly. Read the word.1.2.3.4./th/ /e/ /m//m/ /u/ /ch//th/ /a/ /n//w/ /i/ /th/themmuchthanwith More Fun: Listen to the words of a song on theradio. Take one word that the singer separatesinto many sounds. Say the word as the singerdoes. Then say that word quickly.Child’s signatureParent’s (Learning Partner’s) signature1/Accurately Decodes Words/447
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning how to read words fluently. Look at each letter or group of letters in a word. Say the sounds quickly. Say the word.trapplaybrickclubchingoldtruckstopChild’s signatureParent’s (Learning Partner’s) signature1/Accurately Decodes Words/548
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning how to read words fluently. Look at each letter or group of letters in a word. Say the sounds quickly. Say the word.wenttripsockthisundernickel More Fun: Every person has one or more favoritewords. What is your favorite word? Say each ofthe sounds in the word and write it below.Child’s signatureParent’s (Learning Partner’s) signature1/Accurately Decodes Words/649
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning how to read commonsight words. Write out the word lists below. Read the words on each enthathow More Fun: Save the word lists. When reading books,point out words from the lists.Child’s signatureParent’s (Learning Partner’s) signature1/Has a Reading Vocabulary of 300-500 Sight and Other Words/1
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning to put sounds together tomake words. Look at each letter in each of the words below. Say all of the sounds the letters make in the word. Say the sounds again quickly. Now say the word.atvanbuspodfunjigyetrotsiprubfednot More Fun: Can you find any of the above words ina book you are reading? How many did you find?Child’s signatureParent’s (Learning Partner’s) signature1/Uses Letter-Sound Correspondence to Sound Out Words/151
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning to put sounds together tomake words. Look at each letter in each word. Say all of the sounds the letters make in the word. Say the sounds again quickly. Now say the ustChild’s signatureParent’s (Learning Partner’s) signature1/Uses Letter-Sound Correspondence to Sound Out Words/252
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning to read words. Each letter combination (pair of letters) makesone sound. Say the sound of the letter combination. Read the word./qu//th//wh//ch//sh/as inas inas inas inas inquitthatwhipchestshell More Fun: Say five words that begin with /th/.Write them below.Child’s signatureParent’s (Learning Partner’s) signature1/Uses Letter-Sound Correspondence to Sound Out Words/353
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning to read. Ask someone in your family to read the story belowto you. Then practice reading the story by yourself. Now read the story to your family. Try to read itbetter each time. Read the story to your teacher.Spot the CatSpot the cat sat still on the rug.She did not move much.Spot liked to think all day long.Spot just sat day after day. More Fun: In the book you are reading with yourfamily, tell your family that you will be looking forwords you can read by yourself. Pick out 10 wordsthat you can read by yourself and read them toyour family.Child’s signatureParent’s (Learning Partner’s) signature1/Reads Aloud with Accuracy and Comprehension/154
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning to read smoothly andwithout stopping. Ask one of your family members to read the storybelow with you. Then practice reading the story by yourself. Now read the story to your family. Try to get everyword right. Read the story to your teacher.The Three White DucksThree white ducks, three white ducks,See how they walk, see how they walk.They swam in the pond going left and right,They did not stop until the moon was light.The ducks swam and swam until it was night,The three white ducks, the three white ducks. More Fun: Draw a picture of the three whiteducks on the back of this page.Child’s signatureParent’s (Learning Partner’s) signature1/Reads Aloud with Accuracy and Comprehension/255
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning to read harder text. Ask someone in your family to read the story belowto you. Then practice reading the story by yourself. Now read the story to your family. Try to get everyword right. Read the story to your teacher.HelloHello! My name is Kim.I am six years old.I am in first grade.I like going to school.It is so much fun!What is your name?How old are you?What grade are you in?Do you like going to school?Is school fun for you too?Child’s signatureParent’s (Learning Partner’s) signature1/Reads Aloud with Accuracy and Comprehension/356
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning what a word is. A word is made up of many letters. One word isseparated from another word by a space. Using a pencil, circle each word in the story.My CatMax is my cat.He is a nice cat.Max can purr.Max can take a nap.I love Max! More Fun: Pick out any book and point to 10words in it.Child’s signatureParent’s (Learning Partner’s) signature1/Recognizes Words by Sight/157
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning how to read “sight”words. Sight words are words that cannot be figured outby sounding out the letters. Cut out the word lists below. Read the words on each list.havewhenwouldwhytherehowsaidlikewaswhat More Fun: Save the word lists. When readingbooks, point out words from the lists.Child’s signatureParent’s (Learning Partner’s) signature1/Recognizes Words by Sight/258
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning how to spell “sight”words (commonly used words that cannot be sounded out). Read each word on the list.Say each letter of the word.Cover the word.Spell the word.Uncover the word and check your youChild’s signatureParent’s (Learning Partner’s) signature1/Recognizes Words by Sight/359
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning how to spell “sight”words (commonly used words that cannot be sounded out). Read each word on the list.Say each letter of the word.Cover the word.Spell the word.Uncover the word and check your s signatureParent’s (Learning Partner’s) signature1/Recognizes Words by Sight/460
SCHOOL-HOME LINKSChild’s nameDear Family, Your child is learning how to spell “sight”words (commonly used words that cannot be sounded out). Read each word on the list.Say each letter of the word.Cover the
Using a pencil, draw a circle around the first letter of each sentence in “Kelly’s Kite.” Kelly’s Kite Kelly has a new kite. Her kite is pink. It has blue stars on it. Her kite looks big in the sky. Kelly likes her new kite. More Fun: Pick any book at home and find t
LAS Links Online Online Assessment Administration Select Technology Installation Select LAS Links Learning Management System Select Toll Free: 833-867-5679 Option 1 –Order Support Texas Order Support Email: LASOrderTX@datarecognitioncorp.comFile Size: 699KBPage Count: 10Explore furtherLAS Links Online Online Administration Trainingapps.esc1.netLAS Links Online - Bridgeport Public Schools / Homewww.bridgeportedu.netEnglish Language Proficiency Assessment - LAS Links--Documentsportal.ct.govBilingual/ESL / LAS Links Onlinewww.midlandisd.netDRC eTesting v2021.09 rev:83a4dbbwbte.drcedirect.comRecommended to you based on what's popular Feedback
Use the SPELL-Links Class Links Book 1 prerequisites checklist (located in the SPELL-Links Class Links Book 1 Companion Cloud) to record specific measures used to help determine when students have met the prerequisites and are ready to begin the SPELL-Links Class Links Book 1 program. Setting Up the Classroom & Organizing the Materials
LAS Links Online Start Guide for Administrators LAS Links Online Tips and Reminders LAS Links Online Quick Start Sheet LAS Links Online Quick Scoring Guide LAS Links Rostering Guide Please make copies of the following documents available to your technical support staff. They contain valuable information to assist with confirming student .
1. Embed video or flash (FLV or SWF format) or even YouTube video. 2. Add sound file (MP3) to play music. 3. Add image and select an action type. Insert links. A-PDF to Flipbook Pro User Documentation. Insert internal links (page links) and external links (website links and e-mail links) to improve user experience.
"Hijacked" Deep Links on the Web Deep links on the web that may take users to the wrong app - Deep links registered by multiple apps vs. links on the web pages 23 1 100 10,000 1,000,000 Scheme URL AppLink s Functional Third-party Per-app 7,242 2,619,565 App links introduce more hijacked links than Scheme URLs to the web
red!black tree horizontal red links 2-3 tree E J H L M R A C P S X black links connect red links "glue" 2-nodes and 3-nodes nodes within a 3-node 2-3 tree corresponding red-black BST A BST such that: No node has two red links connected to it. Every path from root to null link has the same number of black links.
ecommerce information needs, and the order of links on the viewing of sponsored links. Data included 2,453 interactions with links from result pages and 961 utter-ances evaluating these links. The results of the study indicate that there is a strong preference for nonspon-sored links, with searchers viewing these results first more than 82% of .
There is no place like home . Welcome home. It is my home away from home. People have different ideas of home. For you, home might mean where you grew up, or where . your family and friends live now. For other people, home might mean the place where they live right now and would like to stay in the future. Because the idea of home is so important
