Is your child...

A flexible word-solver?

Do his/her miscues make sense?

If your child makes a miscue because he/she did not look closely at all the word parts, cue him/her by saying, "Look carefully at all the letters. Sound it out. Does that make sense?”

Comprehension

Can your child...

Give a short summary of the most important parts of his/her book? Somebody Wanted But So Then

Can your child figure out the meaning of an unknown word using context clues?

Fluency

Does your child...

Respond to punctuation by changing his/her voice?

Read dialogue with phrasing and expression?

Read in phrases rather than word by word?

Change his/her voice to reflect meaning and understanding?

Explain why that part seems important: 

Where does the story take place? What kind of place is it? 

Tell me what you know about the character so far...

At this point in the story (or an important part the reader mentioned), what do you imagine the character might be feeling and why? 

Are there any lessons so far that you think the character is learning or could learn? 

Uses knowledge of word structures and patterns to decode unfamiliar words.

Comprehension |

Reads and understands grade-level text independently.

Uses context clues to understand the meaning of unfamiliar words.

Applies appropriate comprehension strategies to understand a text.

Literary Elements |

Identifies elements of the specific genre of study.

Independent Reading |

Demonstrates increased stamina by reading independently for an extended time.

Can self-select just right books for independent reading.

Fluency | 

Read grade level text with accuracy.

Reads grade level text with appropriate pace.

Reads grade level text with appropriate expression.

Understands and applies the base-ten place value system

Understands and applies the inverse relationships between operations.

Composes and decomposes numbers accurately into parts and whole.

Demonstrates fluency with grade-appropriate math facts.

Uses more than one strategy to flexibly reason with numbers.

Represents numbers in different forms.

Identifies and reasons with unknown quantities.

Operations | 

Performs addition operations accurately and consistently.

Performs subtraction operations accurately and consistently.

Processes | 

Comprehends mathematical language, symbols, and notation.

Uses appropriate mathematical language, symbols, and notation.

Identifies and uses appropriate mathematical tools and resources.

Records mathematical thinking in an organized way.

Engages in productive discourse around mathematical tasks.

Identifies and corrects errors.

Data| 

Interprets charts and graphs to reason with data.

Creates charts and graphs to reason with data.

Measurement| 

Identifies and uses appropriate units of measure.

Accurately uses units of measurement.

Writes in a variety of genres in order to communicate effectively.

Uses literary devices, such as dialogue, transitions, etc.

Develops ideas with strong details and word choice.

Uses the writing process (plan, draft, revise, edit, and publish) to improve a piece of writing.

Organization |

Organizes writing logically and effectively based on prescribed genre.

Writing Mechanics |

Identifies parts of speech and how words function in a sentence.

Uses proper capitalization and punctuation.

Handwriting |

Writes legibly using proper letter formation.

Uses proper spacing.

Word Study  |

Applies word study rules.

Correctly spells learned words.

Can you solve it each way?

3 Circle Triangles-4 possible sums for each side.

Can you make each side equal 9, 10, 11, 12?

4 Circle Triangle-5 possible sums for each side.

Can you make each side equal 17, 19, 20, 21, and 23?

• How did you figure it out?

• Is there another way you could figure it out?

• If someone didn’t know the answer to ____, how would you tell them to figure it out?

• I see you used _________ strategy. When do you like to use that strategy?

• Which strategies have you used during this game?

Race to 100

Flip a card and add its value to your running total. First person to reach 100 without going over wins!

Bullseye

Place a deck of cards face down. Pick one card from the deck (bullseye) that will be used against the cards (example +6, +7, +8, +9). Start a timer. Then, players flip the top card from their deck. Each player will say the number sentence that goes along with his/her card and the target number (For example, if the bullseye number is 8 and I flip a 7, I would write 8 and 7 make 15). If the player gets the answer correct, the card goes face up next to the deck.  If not, it goes to the bottom of the playing deck, face down.  When the timer runs out, players count how many cards they have correct and try to beat that number the next round!

Find 20 Fact or Double Fact
Place 20 cards in 4 rows of 5 face up.
Try to find a set of cards (2 or more) that add up to 20.
Or try to find a Near Doubles Fact

(3-(2 + 1), 5-(2 + 3), 7-(4 + 3), 9-(4 + 5), 11-(5 + 6), 13-(7 + 6), 15-(8 + 7), 17-(8 + 9), 19-(10 + 9)

I Spy
Place 4 rows of 5 cards out on the table.
Take turns giving your partner a clue about something you notice. For example, "I spy two cards that add to 13." or "I spy a doubles fact that makes 16." or "I spy two cards that make 17 and one of the cards has two digits."
Keep it if you find it!

Double or Triple Digit Dare
Each player gets two (or three for an extension) cards and privately determines the highest two-digit number s/he can make.
Then, each player has a turn to stick with the cards, swap with one from the deck, or steal one from another player.
All players then lay down their best number to see who wins.
Check Understanding-Have your child build the number with place value cubes or write the number to demonstrate understanding. For example, if your child makes 86, she writes 80 + 6 = 86 and/or explains the 8 represents 8 groups of ten and 6 ones.

Count On
Flip a card and roll a die.

Count on from the larger number.

Write the equation on a draw erase board.

Can you find a way to solve this equation more efficiently? Share it with your partner.

Diffy Dozen

For each pair of players you need: two dice and 12 counters per player

How to play: Players take turns rolling the dice and finding the difference between the two numbers. The player with the greater difference takes that number of counters from the other player. Continue until a player is unable to give the number of counters required or until 10 rounds have been completed. The player with the most counters wins. You could play with a 10 sided dice and more counters to make the differences bigger!

Lucky 13

Each player is dealt 4 cards face up. Each player picks two cards which, when added together, produces a sum as close to 13 as possible. Players record the sums. Players determine how far their sum is away from “Lucky 13” and record that difference. The player’s score for each round is the difference between the sum and 13. Players discard all their cards, and the dealer gives each player 4 new cards. Play repeats for five rounds. Players add their scores from each round. The player with the lowest score is the winner.