This pack is suitable for students reading at Fountas & Pinnell levels D-F, Lexile levels 100-250, and reading recovery levels 5-10.
It focuses on long vowel sounds (including -vce patterns) as well as reviewing sight words applicable to the above guided reading levels.
Each week has 4 “Read it, Fix it, Draw it!” worksheets for days Monday-Thursday. On Friday I like to reinforce their skills by offering them two different sentences --one sentence is written correctly and the other is not. The students must choose the correct sentence and explain (in writing) how they know the sentence is written correctly. This strategy helps to reinforce what they’ve been learning! Feel free to introduce these concepts on whichever days you choose!
What's in the download?
Included in this pack are 6 weeks in the following format:
Correct the sentence (4 days). Choose the correct sentence and write it (1 day). (This is a total of 30 days of practice.)
Directions for use:
Print one sheet per student per day. Alternatively, you may wish to have the entire set bound so students can easily flip to the next page.
Explain to students that each sentence needs the following:
--Begins with a capital letter.
--Ends with an ending mark (period, question mark, or exclamation point)
--Only the first letter of the sentence is capital, the rest of the letters are lower case.
--Two finger spaces
--If you run out of room, go to the next line.
Thanks and have fun!
Looking for a different level? Check out these other packs!
Pack 1 - Levels B-D
Pack 2 - Levels C-E
Pack 4 - Levels E-G
Pack 5 - Levels F-H
Pack 6 - Levels G-I
An entire YEAR of Grammar, bundled and priced to save! (Levels B-I)
This packet addresses the following Common Core State Standards:
CCSS.ELA-Literacy.RF.1.1a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
CCSS.ELA-Literacy.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
The Common Core Standards were developed and written by the NGA.
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