 Buchanan Elementary School
 Resources for Home
Gruenewald, Shayna
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Orton Gillingham Lesson Components
We teach phonics through OrtonGillingham lessons. This approach focuses on phonograms (letters or combinations of letters that represent sounds). For example, “s” is a phonogram that says /s/ as in sat or /z/ as in has. Lessons each week include a number of components.
 Visual drills  Students look at phonograms and tell the sounds that they make. This includes all phonograms previously taught.
 Auditory drills  Students listen to phonograms and tell the letter or letters that represent the given sound.
 Blending drills  Students look at phonograms that make up words (beginning, middle, and ending sounds), tell the individual sounds, and then blend the sounds together and say the word (real words and nonsense words). All phonograms previously taught are included in the blending drills.
 Vowel intensive  Students listen to sounds and syllables and identify the vowel.
 New concept  Most weeks a new concept (phonogram) is introduced and practiced. Approximately every four weeks, there is a review week.
 New concept dictation  Everyone (teacher and students) pounds and taps given words to determine the phonograms, and spell the words. Students are directed to check their spelling with the teacher paper (projected on the screen) and make any necessary corrections. Then, students rewrite the words.
 Red words  Words that do not follow patterns that we have learned are taught as red words. Red words are observed, discussed and practiced in kinesthetic ways. Students learn to chunk the letters into 2 and 3 letter groups. T`his helps them learn to spell these words from memory. For example, “am … ong” spells among.
 Syllabication  Students follow routines to separate larger words into syllables, and to read the words.
 Practice Test  Students independently pound and tap given words to determine phonograms, spell dictated words, and write dictated sentences. Students check their work when we go over the words and sentences.
 Test  Students independently pound and tap given words to determine phonograms, spell dictated words, and write dictated sentences.
Written work (concept dictations, red words, practice tests, and tests) is done in a spiral bound workbook that is kept at school.
Review weeks are a little different. Several components from regular weeks are included in review weeks. These include:
 Visual drills
 Auditory drills
 Blending drills
 Vowel intensive
 Red words review
There are other special components of review week lessons.
 1st Test  Students independently pound and tap given words to determine phonograms, spell dictated words, and write dictated sentences. This written work is done in the spiral bound workbook that is kept at school.
 Concepts are reviewed numerous times throughout the week.
 2nd (midweek) and 3rd (end of the week) Tests  Students independently pound and tap given words to determine phonograms, spell dictated words, and write dictated sentences. The 2nd and 3rd tests are written on loose pages, and come home in the Weekly Folder.

Reading Comprehension Strategies
Reading Comprehension Strategies
Reading comprehension strategies help you understand what you are reading. Good readers use these strategies during reading.
Schema – Making Connections – Using your background knowledge and
experiences to make connections to the text.
 TexttoSelf: When you relate your life to the text that you are reading.
 TexttoText: When the text you are reading reminds you of another text.
 TexttoWorld: When the text you are reading reminds you of something in the real world.
Examples:
 That reminds me of . . .
 It made me think of . . .
 I read another book where . . .
 This is different from . . .
 Remember when . . .
Visualization/Sensory Images  Creating mental images, “motion
pictures” in your mind. Using your senses to see, hear, taste, smell, and feel the author’s words.
Examples:
 In my mind I see . . .
 I can smell, hear, or taste . . .
 I can picture . . .
Questioning/Wondering – Asking questions during reading to help you learn
more about what you are reading. Rereading to help understand and find answers to your questions.
Examples:
 I wonder . . .
 What is this about . . .
 Why is this happening . . .
 What did that mean . . .
Inferring – Looking at picture clues and text clues to make meaning.
Examples:
 I think . . . because it said . . .
 I think . . . because in the picture I see . . .
 I predict . . .
 This must mean . . .
Determining Importance – Reading to find the main ideas, what the author
considers important, and the theme to help with understanding of the text.
Examples:
 The big idea is . . .
 The most important ideas are . . .
 So far, I have learned that . . .
 The author wants me to know . . .
Synthesize –Combining new ideas from what I read with what I already know
to create something new and different to help myself understand what I am reading. Putting it all together – the gist of the story.
Examples:
 This is about . . . and I think . . .
 This means . . . to me
 The author’s theme and/or reason for writing this is . . .
Monitor Comprehension/Fixup – Using “fixup” strategies when I come
to a word I don’t know or a part I don’t understand to help understand what I am reading.
Examples:
 Reread to make sense
 Watch out for the distracting voice
 Read around words to help with meaning
 I am confused by . . . so I reread, stop, and think
 Slow down and reread
Retelling – Use story elements and beginning, middle, end structure to retell
the text.
 Characters, Setting, Problem, Events, Solution, Heart/Message of the story
 Beginning, Middle, End
 Somebody . . . wanted . . . but . . .so . . .
 Story Frames

Writing Ideas for Home
Writing At heme
 Write letters and cards to family members and friends, and encourage them to write back!.
 Encourage your child to write stories about their favorite things.
 Keep a journal of Summer activities.
 Read comics in the newspaper and let your child create their own.
 Create a newspaper and write articles about weekly activities.
 Use fun writing tools such as markers, gel pens, crayons, pencils, etc.
 Let your child create a shopping list before going to the store.
 Gather kids in the neighborhood to write a play.
 Advanced readers and writers might enjoy Mad Libs, while parents could create their own version of Mad Libs for beginning readers and writers.
 Take turns writing back and forth to your child! Leave a note by their bed or in their lunchbox.
 Play word games such as Wheel of Fortune and Hangman. Hangman is an especially great way to pass time in a doctor's office or restaurant!
 Have a place in your home where you display your child's writing!
 Encourage your child to plan their writing and revise drafts before publishing!
 Publish your child's writing! Not only does it make them feel special, but it also makes a wonderful keepsake. StoryJumper.com allows you to order hardcover books of your child's writing! You could also use programs such as Microsoft Photo Story to publish a digital version of their book! Simply scan in your child's drawings and record them reading their story. Publish and you can immediately send it to family and friends or burn to a disc to watch on television!

Printing Math Homelinks
Follow this link to print Everyday Math homelinks from home.
Select the unit number and then whichever homelink(s) you need.
http://everydaymath.uchicago.edu/parents/2ndgrade/em4athome/

Math Unit 1 Review Note
Dear Families,
Re: Everyday Math Assessment – Unit 1
Students will be assessed on concepts, strategies, and games that were taught during the unit. Including:
 Count by 1s, and fill in missing numbers in a number pattern.
Ex. 28, ____, 30, ____, ____
131, 132, ____, ____, ____
 Fill in numbers on a number line.
 Place specific numbers on a number line.
 Explain how you knew where to write the number.
 Skip count by 2s beginning with even numbers.
Ex. Start at 0, 10, 34, or 60.
 Skip count by 5s beginning with multiples of 5.
Ex. Start at 0, 25, 30, or 75.
 Skip count by 10s beginning with multiples of 10.
Ex. Start at 0, 60, or 90.
 Tell whether numbers are odd or even. Explain how you know a number is odd or even.
 Name 10complements (the number that go with the given number to make 10 in total). Ex. 7 + ___ = 10
 Show numbers with tally marks. Ex. 29 =
 Count coins.
 Fill in numbers on a number grid.
 Write <, >, or = to compare numbers and coin values.
Ex. 15 ___ 51 5¢ ___ N Q Q ___ D D D D
 Explain how you know which one was greater.
 Solve broken calculator problems. Pretend certain keys are broken on a calculator. Write several different ways of getting the calculator to display a given number (without using the broken keys).
Ex. Broken keys are 1 and 4. Display 14 on the calculator.
Possible answers include: 9 + 5, 8 + 6, 20 – 6, 5 + 5 + 2 + 2
 Draw coins (capital letters: Q, D, N, P) to show given amounts.
Ex. 38¢
Possible answer: D D D N P P P
 Draw coins (capital letters: Q, D, N, P) to show given amounts. Use the fewest coins possible.
Ex. 38¢
Answer: Q D P P P
As this is an oddnumbered unit, students will be asked to solve an Open Response problem, and to explain their thinking (how they figured it out). To solve this problem, they will need to apply skills and concepts from the unit.
I hope you find this information helpful as you are working with your child at home.
Sincerely,
Mrs. Gruenewald

Math Unit 2 Review Note
Dear Families,
Re: Everyday Math Assessment – Unit 2
Students will be assessed on concepts, strategies, and games that were taught during the unit. Including:
 Adding numbers up to 10 + 10 and solving problems with the unknown in all positions.
 Ex. 5 + 5 = ___ ___ = 9 + 6 7 + ___ = 12
 Using the Make 10 strategy and explaining how it works.
 Ex. 7 + 5 = ? Use the fact 7 + 3 = 10 to help solve the original (7 + 5) problem.
 Using doubles helper facts to solve near doubles problems.
 Ex. 6 + 5 = ? Use the doubles fact 5 + 5 = 10 or 6 + 6 = 12 to help solve 6 + 5 = ?
 Given an addition fact, name a helper fact.
 8 + 9 = ?
Possible answers: 8 + 8 = 16, 9 + 9 = 18, 8 + 2 = 10, or 9 + 1 = 10
 Write an addition fact and turnaround fact for a domino.
 2 + 6 = 8 6 + 2 = 8 is the turnaround fact for 2 + 6 = 8 fact
 Write 5 names for a number.
 Ex. 15 Possible answers include: writing the number name, addition facts that equal the number, subtraction facts that equal the number, tally marks, coins, tens frames with counters drawn, etc.
Ex. “fifteen”, 14 + 1, 16 – 1, D N (coins), llll llll llll
 Tell whether a number is odd or even. Tell how you know.
 Writing a number model for an even number as the sum of equal addends.
 8 = 4 + 4
 Write a number model to match a number story.
 Mrs. G. had a bag of 12 marbles. She was holding 8 marbles. She grabbed the rest of the marbles. Write a number sentence that has the total number of marbles as the sum. 8 + 4 = 12
 Given a specific number fact, explain how it could be used to solve another number fact. (This is similar to the Make 10 and Doubles strategies, but extends student understanding to larger 2digit numbers.)
 Represent numbers in a 10 frame in multiple ways.
 Show 5 in two different ways in 10 frames. Then explain how the counters show the number. 3 + 2 = 5 1 + 4 = 5
 Given “sample student” work, students should be able to tell whether they agree or disagree with what the sample student did. If there was an error, students should be able to tell what the sample student needed to do differently.
 Given “sample student” strategies for solving a math problem, tell how the strategy works. If there was an error, students should be able to tell what the sample student needed to do differently.
As this is an evennumbered unit, students will be given a Cumulative Assessment. Students will need to apply skills and concepts taught in previous units to solve problems on the cumulative assessment.
I hope you find this information helpful as you are working with your child at home.
Sincerely,
Mrs. Gruenewald

Math Unit 3 Review Note
Dear Families,
Re: Everyday Math Assessment – Unit 3
Students will be assessed on concepts, strategies, and games that were taught during the unit. Including:
 Given a fact triangle, write the fact family.
___ + ___ = ___
___ + ___ = ___
___  ___ = ___
___  ___ = ___
 Solve a round of the game Salute!
Ex. The Dealer says “13”. (Note: The dealer always announces the sum.) Partner A has a 4 on his forehead. What number does Partner B have on his forehead? Explain how you know.
 Solve a round of the game Subtraction TopIt!
Ex. A student draws a 17 and a 6. Write the subtraction fact.
 Solve subtraction facts up to 20 – something.
 Ex. 15 – 7 = ___ ___ = 13 – 5 ___  2 = 17
 Explain how you solved the problem.
 Solve In/Out problems.
Ex. Rule: + 7 In Out
1
3
10
21
 Use the Making 10 strategy to solve addition problems and explain your thinking.
Ex. 9 + 6 = ? 9 + 1 = 10, Then there are 5 “more” to add. So, 10 + 5 = 15.
That tells me that 9 + 6 = 15
 Solve 0 and 1 subtraction facts with the unknown in all positions.
 Ex. 10 – 1 = ___ ___ = 7 – 1 9  ___ = 8
Given “sample student” work, students should be able to tell whether they agree or disagree with what the sample student did. If there was an error, students should be able to tell what the sample student needed to do differently.
 Given “sample student” strategies for solving a math problem, tell which strategies work and which strategies do not work. If there is an error, tell what the student needed to do differently to get the correct answer.
As this is an oddnumbered unit, students will be asked to solve an Open Response problem, and to explain their thinking (how they figured it out). To solve this problem, they will need to apply skills and concepts from the unit.
I hope you find this information helpful as you are working with your child at home.
Sincerely,
Mrs. Gruenewald

Math Unit 4 Review Note
Dear Families,
Re: Everyday Math Assessment – Unit 4
Students will be assessed on concepts, strategies, and games that were taught during the unit. Including:
 Telling time and drawing hands on clocks to show times (to quarter hour).
 Knowing the difference between A.M. and P.M. times and writing A.M. or P.M. to make statements correct.
Ex. I eat breakfast at 8:00 __ I go to recess at 2:30 __
 Counting base ten blocks (including 100s, 10s, and 1s).
 Writing numbers (such as base ten blocks) in expanded notation (also called expanded form).
Ex. 324 = 300 + 20 + 4
 Comparing numbers and writing <, >, and =.
Ex. 108 ___ 180
5 + 7 ___ 6 + 6
 Explaining how you knew which number was larger and which symbol to use.
 Draw baseten blocks (using “base 10 shorthand”) to add.
Note: 100s are drawn as hollow squares, 10s are drawn as sticks, and 1s are drawn as dots.
Ex. Show 36. Add 15 more. How many in all?
 Show amounts with baseten blocks using the fewest number of blocks possible.
 Measure line segments to the nearest inch and nearest centimeter.
 Given “sample student” work, students should be able to tell whether they agree or disagree with what the sample student did. If there was an error, students should be able to tell what the sample student needed to do differently.
 Given “sample student” strategies for solving a math problem, tell which strategies work and which strategies do not work. If there is an error, tell what the student needed to do differently to get the correct answer.
As this is an evennumbered unit, students will be given a Cumulative Assessment. Students will need to apply skills and concepts taught in previous units to solve problems on the cumulative assessment.
I hope you find this information helpful as you are working with your child at home.
Sincerely,
Mrs. Gruenewald

Math Unit 5 Review Note
Dear Families,
Re: Everyday Math Assessment – Unit 5
Students will be assessed on concepts, strategies, and games that were taught during the unit. Including:
 Write symbols (+ or  ) to make number sentences correct.
Ex. 14 = 8 __ 6 13 __ 9 = 4
 Draw coins to show given money amounts.
Ex. You buy a pear for 79¢. Draw coins to show how you could pay the exact amount.
 Solve + 10 and + 100 addition problems with unknown in all positions.
Ex. ___ = 160 + 10 500 + 100 = ___ 150 + ___ = 160
 Solve – 10 and – 100 subtraction problems with unknown in all positions.
Ex. ___ = 160  10 500  100 = ___ 180  ___ = 80
 Use an open (i.e., blank) number line to help solve addition and subtraction problems. Students need to write in the important numbers and show how they “hopped” on the number line to find the answer.
Ex. A squirrel had 24 nuts. It found 41 more nuts. How many nuts does it have now? How to Solve the Problem: Write 24 on the number line. Draw arrows to show hopping by 10s and 1s on the number line. Label the arrows +10 or +1 to shop how much you are adding with each hop. Write the number you land on (the answer) on the number line.
 Solve number stories with the unknown in all positions. Write a number model. Use diagrams to help.
Ex. Mrs. Gruenewald had 9 rocks. She found 5 more rocks. How many rocks does she have now? (Answer: 9 + 5 = 14)
Ex. The temperature in the morning was 50°F. In the evening it was 20°F. How much did the temperature change? (Answer: 50 – 20 = 30)
 Given “sample student” work, students should be able to tell whether they agree or disagree with what the sample student did. If there was an error, students should be able to tell what the sample student needed to do differently.
 Given “sample student” strategies for solving a math problem, tell which strategies work and which strategies do not work. If there is an error, tell what the student needed to do differently to get the correct answer.
As this is an oddnumbered unit, students will be asked to solve an Open Response problem, and to explain their thinking (how they figured it out). To solve this problem, they will need to apply skills and concepts from the unit.
I hope you find this information helpful as you are working with your child at home.
Sincerely,
Mrs. Gruenewald

Math Unit 6 Review Note
Dear Families,
Re: Everyday Math Assessment – Unit 6
Students will be assessed on concepts, strategies, and games that were taught during the unit. Including:
 Given a picture graph, answer questions.
Ex.
 Who drew the most pictures?
 Who drew the least pictures?
 How many pictures did Ava draw?
 How many more pictures did Sam draw than Torie?
 Given a number story, write a number model using “?” to show what you are trying to find out. You may draw diagrams to help.
Ex. Fish H is 50 inches long. Fish L is 30 inches long. How much longer is Fish H than Fish L?
_____________________ Fish H is ___ inches longer than Fish L.
Ex. Meg needed 30 spoons for her class party. She brought 36. How many extra spoons did she have?
_____________________ Answer: ___ spoons.
 Make ballpark estimates for addition problems. Then solve the problems.
Ex. 55 + 34 = ______ (Answer: 60 + 30 = 90 OR 55 + 30 = 85)
 Use the “Partial sums strategy” to solve addition problems. You may use base10 blocks to help.
Note: With the partial sums strategy, you work from left to right adding up each digit column. Begin with the largest value column (hundreds column for 3digit numbers). Then, you add all the sums together to get the answer.
 Given “sample student” work, students should be able to tell whether they agree or disagree with what the sample student did. If there was an error, students should be able to tell what the sample student needed to do differently.
 Given “sample student” strategies for solving a math problem, tell which strategies work and which strategies do not work. If there is an error, tell what the student needed to do differently to get the correct answer.
As this is an evennumbered unit, students will be given a Cumulative Assessment. Students will need to apply skills and concepts taught in previous units to solve problems on the cumulative assessment.
I hope you find this information helpful as you are working with your child at home.
Sincerely,
Mrs. Gruenewald

Math Unit 7 Review Note
Dear Families,
Re: Everyday Math Assessment – Unit 7
Students will be assessed on concepts, strategies, and games that were taught during the unit. Including:
 Complete number sentences.
Ex. 65 + ___ = 70 50 = 41 + ___
 Given data from a game of Basketball Addition, add up scores and answer questions.
Ex. Team A Team B
Player 1: 13 Player 1: 12
Player 2: 6 Player 2: 5
Player 3: 14 Player 3: 20
Player 4: 5 Player 4: 6
Find each team’s score for the first half.
Which team was winning at halftime?
Find each team’s total score for the game.
Which team won the game?
(Answers: Scores for the first half: Team A = 18, Team B = 17
Team winning at halftime: A
Total scores for the game: Team A = 38, Team B = 43
Team that won the game: B )
 Tell which measuring tool and unit you would use to measure given objects. Explain your choices.
Ex. Measure the length of a pencil.
(Answer: ruler; inches or centimeters; the object is shorter than a ruler)
Measure the length of a room.
(Answer: measuring tape; feet or meters; the room is longer than a ruler)
 Estimate and then measure pictures to the nearest inch and centimeter (using a ruler).
 Tell whether you get a smaller/larger answer when you measure with inches/centimeters. Tell why. (Possible answer: You get a larger answer with centimeters, because they are smaller so it takes more of them.)
 Name something you might use as a personal reference for an inch/centimeter/yard/meter.
Possible answers:
inch = width of 2 fingers OR my thumb from end to knuckle;
foot = my arm from my elbow to my wrist;
yard = a little less than my arm span or DAB position;
centimeter = my pointer finger from side to side;
meter = a little less than my arm span
 Given a tally chart, make a line plot.
 Play Hit the Target. Show how you can hit the target in 2 steps. Then, show how you can it the target in 1 step.
Ex. Target number: 90 Starting number: 48
 Given “sample student” work, students should be able to tell whether they agree or disagree with what the sample student did. If there was an error, students should be able to tell what the sample student needed to do differently.
 Given “sample student” strategies for solving a math problem, tell which strategies work and which strategies do not work. If there is an error, tell what the student needed to do differently to get the correct answer.
As this is an oddnumbered unit, students will be asked to solve an Open Response problem, and to explain their thinking (how they figured it out). To solve this problem, they will need to apply skills and concepts from the unit.
I hope you find this information helpful as you are working with your child at home.
Sincerely,
Mrs. Gruenewald

Math Unit 8 Review Note
Dear Families,
Re: Everyday Math Assessment – Unit 8
Students will be assessed on concepts, strategies, and games that were taught during the unit. Including:
 Draw and name 2dimensional shapes. (Focus on 3, 4, and 6sided shapes.)
Ex. triangle, square, rectangle, parallelogram, trapezoid, and hexagon
 Recognize and draw shapes with right angles and parallel lines.
 Describe 2dimensional shapes using geometry words including “sides” and “angles”.
 Identify 3dimensional shapes (cubes, prisms, pyramids, cones, and spheres).
Note: prisms and pyramids are named by the shape of their bases. Ex. A rectangular prism has a rectangleshaped base, and rectangleshaped faces. A triangular prism has a triangleshaped base, and rectangleshaped faces. A rectangular pyramid has a rectangleshaped base and triangle shaped sides. A triangular pyramid has a triangleshaped base and triangle shaped sides.
 Given a 3dimensional shape, describe it using geometry words such as “faces,” “base,” “vertices,” “apex,” and 2dimensional shapes of faces (such as square, rectangle, or circle).
 Given a rectangle, partition it into a given number of rows with a given number of rectangles on each row.
Ex. Partition the rectangle into 3 rows with 3 rectangles on each row. Then, tell how many rectangles there are in all.
Answer: 9 rectangles
 Given a number story, draw an array to match the story.
Ex. Mrs. G. made 2 rows of pennies with 5 pennies in each row. How many pennies did Mrs. G use? Draw an array to match the story. Write a number model.
Answer: X X X X X 10 pennies 5 + 5 = 10
X X X X X 2 x 5 = 10
 Given “sample student” work, students should be able to tell whether they agree or disagree with what the sample student did. If there was an error, students should be able to tell what the sample student needed to do differently.
 Given “sample student” strategies for solving a math problem, tell which strategies work and which strategies do not work. If there is an error, tell what the student needed to do differently to get the correct answer.
As this is an evennumbered unit, students will be given a Cumulative Assessment. Students will need to apply skills and concepts taught in previous units to solve problems on the cumulative assessment.
I hope you find this information helpful as you are working with your child at home.
Sincerely,
Mrs. Gruenewald

Math Unit 9 Review Note
Dear Families,
Re: Everyday Math Assessment – Unit 9
Students will be assessed on concepts, strategies, and games that were taught during the unit. Including:
 Given a shape (circle or rectangle), divide it into halves, thirds, or fourths. Name all the parts.
Ex. The parts when divided into fourths are named “1/4”, “1/4”, “1/4”, and “1/4”. ALL the parts are “4/4” or “whole.”
Ex. The parts when divided into thirds are named “1/3”, “1/3”, and “1/3”. ALL the parts are “3/3” or “whole.”
 Given an unusual shape shown with dots (like a grid), divide it into equal parts (halves, thirds, or fourths) by counting the “little squares.”
 Given a line segment, measure it to the nearest inch and centimeter.
 Given a 3digit number, write its name in words.
Ex. 326 “three hundred twenty six”
 Given a 3digit number, write it in expanded notation (also called expanded form).
Ex. 326 300 + 20 + 6
 Write “<”, “>”, or “=” to compare numbers.
 Solve a number story with rows and equal numbers of things in each row.
Ex. Mrs. G. made 3 rows of pennies with 6 pennies in each row. How many pennies does she have in all? Write an addition number model.
Answer: X X X X X X
X X X X X X 6 + 6 + 6 = 18
X X X X X X
 Solve a number story with dividing things into equal groups.
Ex. Mrs. G. had 12 cookies. She put them into 2 baggies. Each bag had the same number of cookies. How many cookies are in each baggie? Write a number model.
Answer: X X X X X X
X X X X X X 6 + 6 = 12
 Make ballpark estimates. Then solve problems (the actual problems).
Ex. 116 – 32 = ? Answer: 110 – 30 = 80 (ballpark estimate)
116 – 32 = 84 (actual problem)
 Count coins.
 Show multiple ways to pay for items with coins. 89¢
Possible answer: D D D D D D D D N P P P P & Q Q Q D P P P P
 Given “sample student” work, students should be able to tell whether they agree or disagree with what the sample student did. If there was an error, students should be able to tell what the sample student needed to do differently.
 Given “sample student” strategies for solving a math problem, tell which strategies work and which strategies do not work. If there is an error, tell what the student needed to do differently to get the correct answer.
As this is an oddnumbered unit, students will be asked to solve an Open Response problem, and to explain their thinking (how they figured it out). To solve this problem, they will need to apply skills and concepts from the unit.
I hope you find this information helpful as you are working with your child at home.
Sincerely,
Mrs. Gruenewald

Accessing Everyday Math Online Resources at Home
How to Access Everyday Math Online Resources at Home
 Go to www://clever.com/in/Livonia .
 Choose “Log in with Google.”
 Enter student’s email (if requested). You may be able to “save” your child’s profile on the computer. That could make this step easier in the future.
Remember that student emails are put together like this:
login @student.livoniapublicschools.org (no spaces)
 Enter student’s password (4 digit number).
 Click on McGraw Hill icon (red icon).
 Click launch button (teal green icon).
 Click on today’s lesson (top left corner – large box) or the previous lesson (directly below today’s lesson; you will see a triangle that points to the left in front of the lesson number).
Continue to print homelinks at home.
 Click on EM at Home (brown icon).
Click on Today’s Homelink (brown icon in center).
Login and Email Note: You received your child’s login (and email) information and password on a bright pink sheet of paper at conferences.

Online Resources for Math Practice
Click "Interesting Web Resources" on my main webpage for access to numerouse online math resources and skill practice games.

Math Computation Strategy  Partial Sums Addition

Math Computation Strategy  Expand and Trade Subtraction

Letter Tiles for Making Words
If you would like a printable copy of consonant or vowel letter tiles for making words at home, please email me a request. I can send you PDF files.