Elementary

Read Theory https://readtheory.org/

Journal Buddies https://www.journalbuddies.com/

Stories Online https://www.storylineonline.net/

Scholastic Learn At Home https://classroommagazines.scholastic.com/support/learnathome.html

Online Books https://www.uniteforliteracy.com/

Kid Lit TV https://kidlit.tv/

Fluency and Fitness https://fluencyandfitness.com/

New York Times Writing Prompts https://www.nytimes.com/spotlight/learning-writing-prompts

K12 https://www.k12reader.com/grade-level/grades-k-12/

Epic https://www.getepic.com/

Wordville https://www.wordville.com/

Storynory https://www.storynory.com/

Reading passages. Students can read these on your phone or device if you do not have a printer. Some of these have great questions for students to answer. Story 1 Story 2 Story 3 Story 4 Story 5 Story 6 Story 7 Story 8 Story 9 Story 10 Story 11

3 weeks worth of reading activities and practices (Grade ¾ level)

3 Weeks worth of reading activities and materials (Grades ½) If the ¾ level is too challenging for your child to read independently use the ½ link. The goal is to practice for fluency and comprehension.

Revise and Edit Passages (4.11C/D)

Writing Prompts (4.11A-E, 4.12B)

Animal Research (4.13 A-H)

Famous Cattlemen and Women Research (4.13 A-H)

https://sightwords.com/sight-words/lessons/

Fry's Instant Word/Fluency Resources

Dive Into Context Clues- strategies and lessons from Education.com

V.015 - Word Wise Activity from the Word Meaning Link listed under Vocabulary on the Student Centered Activities page of the Florida Center for Reading Research.

V.020 - Extreme Words Activity from the Word Analysis Link listed under Vocabulary on the Student Centered Activities page of the Florida Center for Reading Research.

Metacognition Map

What’s Under the Slide from Read Write Think *requires print

Making Connections from YouTube

Introduction to Reading Skills: Inferring by McGraw Hill on YouTube

Students write reading responses that demonstrate understanding and comprehension (inferring, synthesizing, etc.) Using Sentence Frames to Write Reading Responses- from Upper Elementary Snapshot

Retelling using Story Sequence

OM-8 Story Retell Strategy blackline master from TPRI.org Intervention Activities Guide- Comprehension Activities Resource page

Teaching Kids to Paraphrase Step-By-Step- by Minds In Bloom

A Bad Case of Stripes from Google Drive

Drafting Writing video on youtube

Writing Introductions video on youtube

Writing Conclusions video on youtube

Use WRI-17 - Assessing Writing blackline master from TPRI.org Intervention Activities Guide- Writing Activities Resource page

Writing Process Rubric from Scholastic

Editing Lessons- from Education.com Read and model students a quick paragraph or piece you have written that needs editing (It needs something capitalized, has incorrect grammar usage, punctuation, spelling.) Discuss what and why changes need to be made. Tell students these changes are part of the writing process called editing.

Use the WRI-16 Editing & Publishing Blackline Masters from TPRI.org Intervention Activities Guide - Writing Activities Resources Page

HMH As a part of our HMH curriculum and your student in grades K-5 can login to their textbooks at home at the following link along with our reading curriculum students may login to Ed your friend in learning; Login Page for Reading; https://www.hmhco.com/one/login/ Students’ login information is the following; UN; student’s Bullard ISD computer login @bullarisd.net (ex. Johnw2@bullardisd.net) PW; this is the password students use to login to their computers at school. (homeroom teachers can provide this information if needed)

Read a text of your choice. Then, write to a friend, the author, or a character about this book or write as if you were the character or author and write to yourself.

Pick five adjectives from a text describing a character and explain how they apply.

Discuss with a family member or friend what aspect of a text read or hear confuses you.

Write a review of (or discuss) a movie based on a story.

Prior to, while, or after reading a book, research the book, its author, or its subject online.

After reading a text, decide who of the characters you would want as a friend, Discuss or write about why you would want them as your friend.

Keep a journal or diary of all the text read or heard. Include within the entry a brief summary of the text, personal connections made, or connections made to other texts. Draw an illustration to support the text.

Reflect on a story read or heard. Think about how the text might change if the main character were a different age or gender.

Write a biography of a character who most interests you most from a story.

Discuss with a family member or write about how a story of your choosing might change if the main character had made a different decision.

Pick the most important line from a text, write about why that particular line is important. Justify your selection with evidence from the text.

Using a notecard or small half sheet of paper, summarize what happened on one side. On the other side, write an analysis of what those events were important.

After reading a text, based on everything you know, what do you predict will happen next.

Read an article from a newspaper or magazine, write a short jot as to why the article interests you and what you learned from the article.

Read a published article online or in print, write a short response as to the author’s purpose for writing the article.

Review an ad sent through the mail, on the back of an envelope write a short description of the ad and the author’s purpose for writing the ad, notice the font and images used.

As you are reading a book, use sticky notes to jot down key elements of the story and place the sticky note on the correlating page. Once you have completed reading the text, review your notes and discuss the story with a family member or friend.

Ask a family member in what city and year they were born, research what events happened in their birth city during their birth year. Write a summary of your findings.

Think back to your first day of school this year, write a reflection essay about how you felt that day.

Write a letter to your teacher describing your favorite things about their class and your least favorite things about their class. After you complete your letter, re-read your letter looking for edits that can be made.

Phone a grandparent or family member, write a reflection of your conversation highlighting what you liked most about the chat.

Act as a journalist collecting information from a family member about their workday. Jot down notes, question examples: Where do you work? How long does your commute to work take? What are your hours at work? Do you have friends at work? What did you eat for lunch today? What is your favorite part of your workday? Name five adjectives that describe your workday.

Write a letter to your class about a fun time you all shared in music or PE.

Essay Prompt: Think about all of the cool people you know and have learned about. If you could switch places with one of these people who would you choose, and why?