Language Arts Junior A

Principle: God uses letters to preserve a history and testimony.  Example Moroni 8:1, Romans Chapter 1 Introduction.  Invitation:  Find another scripture that is a letter, read it and summarize what history or principle of testimony is preserved.

Writing:
For Tuesday February 25th  we will be writing letters for our journal time.  So please bring an address if you want your child to write to someone specific.  Otherwise I have 2 missionaries to whom the children can also write.

Thursday February 25th:  Comparison essay comparing the months of the year in conjunction with our poem.

HOMEWORK:  finish what was not completed in class.  We have speedy writers and slower ones.  If they get done in class then they have a lighter load at home or do another letter/essay to reinforce if you choose.

Grammar
We will do a "grammar load"  which means the children will be given lots of information that you can reinforce at home and we will use our shorter day on Thursday to reinforce and/or report back.  This is unusually heavy because we missed class last Thursday.  No pressure, :)  They will get all this again and again.  But this week we will try and include: commas in addresses, commas in dates (birthday), capitalization (proper names, initials, titles of respect, addresses, poems), contractions (he's, she's, it's, we'll, you're, can't, won't, doesn't, weren't) list 2 (aren't, weren't, hasn't, haven't, doesn't, didn't, shouldn't, couldn't, wouldn't, don't, can't, isn't), and adjectives that compare.  We will be prepping for a comparison essay on Thursday.  On Thursday we will add conjunctions (For, And, Nor, But, Or, Yet, So = FANBOYS)

HOMEWORK  is to copy the stanza's 1, 2, and 3 of The Year ( in the poetry section of your notebooks) and label each noun, action verb and adjective.

Memorization
Poetry: memorize The Year stanzas 1, 2, 3

Phonograms
Review ch, oo, aw   Add  long a phonograms:  ay, ai, eigh (only one sound each)  Add ei, ey, ea ( 3 sounds each)  We will review the other sounds these make another day and this week look only  for long a words with this spelling. * (unless your student wants to find and record all the sounds these phonograms make, then they can do more.)

*Resources: Spelling Power Group 6 all levels, Phonics Pathways pgs 156,157, 211, 212, 213; phonograms cards 35, 36, 48, 55, 56, 57; Why Johnny Can't Read phonogram lists 34,40, 65; Free Reading

The goal for me in this exercise is to help the children start paying attention to words with a marvel in their eyes "WOW, there are lots of spellings for the same sound.  Which one is in this word?  I FOUND A LONG a WORD!! I  WANT TO ADD IT TO MY NOTEBOOK."  Free reading is a great place to find words with spellings you have just studied.  For example last week we did "aw."  Then in our free read time Michael gave a report on the tawny owl.  He asked how do you say that word, we reviewed our phonogram and then he could read tawny.  I was excited and wanted to add it to his phonogram noetbook. :)

HOMEWORK:  add two or more long a words for each spelling of long a.  (ey rule 1, ei rule 2, ea rule 3)

I do not expect to get all this done in one day. Each of you now have an outline of goals for this week.  Hopefully we will cover the basics listed in Language Lesson 1-2 and Writing Strands 2 by the end of the semester if you can continue working at home with the weekly targets.  Let me know if this is what you are looking for!