Quarter 2 Newsletter


Dear Parents and Guardians,

I have enjoyed working with your child this quarter and working towards his or her academic goals. Below, you will find a summary of concepts that we have worked on during our small group time together.* Please do not hesitate to contact me with any questions!

Mrs. Bonacci

Fundations Double Dose

If your child receives Fundations Double Dose services, he or she met with me in a small group for 30 minutes per day. Each day we drilled the letter/keyword/sound of letters that had already been introduced by the classroom teacher. We practiced proper letter formations using the Fundations grid lines. We also practiced simple letter and sound identification. Most recently we began “tapping out” the sounds of consonant-vowel-consonant (CVC) words. We tap out sounds so that your child learns a tactile way to read: each letter has one sound, and the sounds combined make a word. Our lesson is brought to a close by practicing sight words and rereading your child’s sight word book of the week to develop a concept of word as well as sight word recognition.

How to Help at Home

  1. Letters & Sounds: Each week your child’s classroom teacher sends home a Fundations parent-packet that gives you information about the week’s lesson. You can create flashcards for your child and review the names and sounds of letters learned so far. Please focus on both lowercase and capital letters.
  2. Write 3 letter words for your child. Have him or her show you how to tap out the word and then read the word.
  3. Dictate a 3 letter word for your child. Have him or her tap out the word and then write the word, saying the letters aloud while writing them. (examples: mat, peg, lip, mop, cut)
  4. Sight words: In addition to rereading sight word books, your child should be able to read the first 25 Fry sight words out of context. This will greatly help your child in reading beginning level books. Follow this procedure for practicing sight words with which your child is struggling:

  • Write the sight word for your child.
  • Have him or her take their finger and “skywrite” the word in the air while spelling the word aloud; example: “t-h-e: the!”
  • Have him or her repeat the skywriting and spelling aloud, this time with their eyes closed.
  • Have your child write the word using any medium. Spell the word while writing it, and then read it after writing it.

Sight words introduced thus far: a, the, it, is, I, to, at, are, in, for, they, on, of, you, and, he, that, this, his, was

Math Intervention

If your child receives math services, we met twice each week for 30 minutes. Each lesson continued to begin with a warm-up of first counting to 60. Your child used a number line in which he or she was able to isolate the number while counting in order to develop one-to-one counting as well as number recognition. We then listened to a counting song so your child could hear counting to 100. The rest of our time was spent revisiting concepts that coincided with lessons happening in their classroom aligned with the Eureka math program.

How to help at home:

  1. Counting: Count every day! Use a number line or hundreds chart and have your child count while touching the number. First work on counting to then 60, then 100. Once your child has mastered this with the number line or hundreds chart, remove the visual and have your child work on rote counting.
  2. Practice identifying numbers 0-20. Many students are still reversing their 6s and 9s, and/or mixing up 6, 7, 8, and 9.
  3. Go on www.abcya.com with your child. Select “Kindergarten” and “1-2-3” numbers to find appropriate math games to play together.
  4. Number writing: Work on writing numbers 0-20 without reversals. There are many creative and fun ways to practice this:
  • Place shaving cream on a cookie sheet for fun number writing
  • Place (washable!) paint in a (thick!) ziplock baggie. Have your child trace his or her numbers by pressing on the paint of the outside of the baggie.
  • Use playdough to form numbers. Then have your child take his or her finger and trace the formed number
  • Use dry erase boards or a chalk board
  • Use a dry erase marker on a window