This information will help you review with your student: 
 
A pronoun is a word that replaces a noun or another pronoun. 
 
An antecedent is the word that a pronoun replaces. 
 
Example: Rebecca likes ice cream. Rebecca likes it. 
In these sentences, "it" is the pronoun, and "ice cream" is the antecedent. 
 
Possessive pronouns - show possession or relationship (Examples - my, mine, our, ours, their, theirs, her, hers, his, its_ 
 
Reflexive pronouns - put the verb's action back on the subject (Examples - myself, himself, herself, itself, themselves) 
 
Interrogative pronouns - introduce a question (Examples - who, whom, whose, which, what) 
 
Demonstrative pronouns - point out a person, place, thing, or idea (Example - this, that, these, those) 
 
Indefinite pronouns - point out an unspecified person, place, or group (Examples - anybody, anywhere, someone, few, both, many, somebody, everyone, everybody, some) 

Posted by: Sarah Booth

This information will be helpful in reviewing nouns with your student: 
 
Nouns - name a person, place, thing, or idea 
 
Common noun - does not name a specific person, place, thing, or idea. (Examples - man, city, dog, hope) 
 
Proper noun - names a specific person, place, thing, or idea. (Examples - Peter, LaFayette, Lassie, etc.) 
 
Singular noun - names just one person, place, thing, or idea. (Examples - man, city, dog, hope) 
 
Plural noun - names more than one person, place, thing, or idea. (Examples - men, cities, dogs, hopes) 
 
Possessive noun - shows that the person, place, thing, or idea owns something. (Examples - Peter's, cats', teacher's) 
 
Collective noun - represents a group. (Examples - class, band, team) 

Posted by: Sarah Booth

Just a reminder that there is no school on Monday, January 21, in honor of Martin Luther King, Jr. Day. 
 
Also, please encourage your student to tell you what they are reading in class or from their library books. Take even 5 minutes to read a portion together. This helps you know what they are learning and gives them a chance to practice their reading skills with others. 

Posted by: Sarah Booth

How do I read at home with my student and ensure that s/he is understanding? For deaf/hard of hearing students, this can be a challenge. Here are a few tips: 
 
1. Keep in mind that I have my students check out books that are at their independent reading level. This means they should be able to read them with no or minimal assistance.  
 
2. Have your child read to you. Students can sign every word, but have no idea what the sentences mean. Instead of signing each English word in order, have your child silently read a sentence, then put the sentence in ASL and sign what it means. This demonstrates reading comprehension rather than simply decoding English words. 
 
3. Encourage your student to use context clues. If the text has photos, illustrations, or diagrams, these give support to the text. If a student does not understand what a word means, encourage him/her to guess at the meaning, based on the sentences around the word. Also, encourage your student to use resources, such as a dictionary.  
 
Watch for more tips in the future. 

Posted by: Sarah Booth