Monday 2nd May

Vocabulary 1. 2. 3. 4. 5.

Everyday planning First level Primary Monday 2nd to 6th May

Read aloud the Vocabulary Words and W/im Student-Friendly Explanations. Then have children look at pages 270-271 of Balancing Act. Guide them in completing the sentences. Have a volunteer read each completed sentence aloud. Then read the questions on page 271, and help children answer each using a complete sentence. (2. create, 3. beyond, 4. noticed, 5. literature, 6. award, 7. Lewis liked to create stories, 8. The girl finds a strange world beyond the rabbit hole.)

Comprehension Cause and Effect 1. Have children look at side A of Skill Card 27: Cause and Effect. 2. Read the definition and story aloud. 3. Ask questions related to the chart. 4. Now have children look at side B of Skill Card 27: Cause and Effect. 5. Read the Skill Reminder and story aloud as children follow along. 6. Guide children in copying and completing the chart. (Possible responses: Cause: Joe liked to act in plays. Effect: Joe made up a play. Cause: Joe needed a girl for his play. Effect: Joe asked his sister to be in his play. Cause: Sally had a music lesson. Effect: Sally could not be in the play. Cause: Jill had to sweep the walk. Effect: Jill could not be in the play. Cause: Joe knewjust what to do. Effect: He smiled.) Grammar Introduce go, do, and see 1. Write these sentences on the board:

2. 3. 4. 5. 6.

Work with children to identify the verbs, {go, goes, do, does, see, sees) Explain that these verbs tell about now. Point out that some action verbs do not add -ed to form the past tense. Write these sentences on the board: Last night, we went to bed early. Yesterday, we did all our work. Yesterday, Mom saw me play. Have children identify the verb in each sentence, (went, did, saw) Explain that went, did, and saw tell about the past.

Tuesday 3rd May

Vocabulary Phonograms -awn, -aw, -awl, -aught 1. Write the following phonograms on the board:

2. Tell children that these are word endings. Slide your hand under the letters as you read each phonogram. Have children repeat after you. Then ask volunteers to write the phonogram after each letter or pair of letters to form these words: drawn, dawn, law, claw, crawl, shawl, caught, taught. Read the words aloud together. Comprehension Antonyms 1. Explain that an antonym is a word that means the opposite of another word. 2. Flick a light switch on and off. 3. Say: On and off are antonyms. If the light is not on, it must be off. On is the opposite of off. 4. Explain that a thesaurus is a book that lists antonyms for many words. 5. Say these words, and help children name their antonyms: near (far), front (back), dark (light). Show children how to use a thesaurus to check their responses. 6. Write these words on the board: wet, boy, in, new, yes, and start. 7. Ask volunteers to read them. 8. Help children name an antonym for each words and use a thesaurus to check them, (wet, dry; boy, girl; in, out; new, old; yes, no; start, stop) Grammar Using Irregular Verbs 1. Remind children that action verbs that tell about now usually end in -s or es when the naming part of the sentence tells about one or uses the pronouns he, she, or it. 2. Say that some action verbs are irregular. 3. They do not add -ed to tell about the past. 4. Direct children to page 108 in their Practice Books. 5. Read the first sentence in the activity together. 6. Point out that the word yesterday is a clue that this sentence tells about the past. 7. Ask children to circle the correct choice. Then have children complete the activity. When they have finished, ask volunteers to read aloud the completed sentences. 3. 4. 5. 6.

Wednesday 4th May

Vocabulary 1. Group children into two teams. 2. Explain that you will read a Vocabulary Word and teams will take turns giving the word's meaning and a sample sentence. 3. Each correct response gets one point. 4. For example, the first child on team 1 gives the definition of the word. If correct, the first child on team 2 gives a sentence that uses that word. 5. Play continues until all the words have been correctly defined and used in sample sentences.

Comprehension Antonyms 1. Distribute Copying Master 107, and have children listen as you read the definition of antonyms at the top of the page. 2. Read aloud the directions, and then read the story as children follow along. 3. Have children complete the activity on their own. 4. Ask volunteers to name an antonym for each story word. Help children use a thesaurus to check their work. 5. Reread and Summarize: "The Strange Tales of Lewis Carroll" 6. Have children reread and summarize "The Strange Tales of Lewis Carroll" in sections, as described below. 7. Let's reread pages 272-273 to recall who Lewis Carroll is and what happened when he was a little boy. Summary: Lewis Carroll lived in the 1800s. He liked to make up tales and games. He was smart, so his parents sent him away to school. 8. Now let's reread pages 274-275 to remember what Lewis Carroll did when he grew up. Summary: Lewis Carroll was a teacher. He liked to tell stories to his friends' children. He told a story about Alice falling down a rabbit hole. 9. Let's reread pages 276-278 to remember what happens to the story about Alice. Summary: Lewis writes the story about Alice and draws pictures for it. A friend sees the story and says it should be a book. It becomes Alice's Adventures in Wonderland. The story is a big hit and is still popular today. Book 1. Answer the pages 91-92 from reteaching book

Thursday 5th May

Vocabulary 1. Vowel Variant /o/aw, au(gh) 2. Have children number a sheet of paper 1-9. 3. Write the Spelling Word haul on the board, and read it aloud. 4. Point to the letters au. 5. Tell children that the words you dictate will have the /o/ sound, spelled au, aw, oraugh. 6. Remind children that in words spelled with augh, the gh is silent.

7. 8. Have children turn to page 110 in their Practice Books. 9. Read the directions, and guide children in completing the page. Comprehension Cause and Effect 1. Review cause and effect with children. 2. Explain that a cause tells why something happens and an effect tells what happens because of the cause. 3. Point out that noticing clue words such as so, because, and therefore and thinking about what they already know about a topic can help them identify causes and effects. 4. Then revisit "The Strange Tales of Lewis Carroll" in Balancing Act, and use information from it to identify causes and effects. 5. Draw the following chart on the board. 6. Ask children to copy the chart and complete it with information from the selection. (Cause: He likes making up stories to entertain children. Effects: He suggests that Lewis turn it into a book. Lewis writes another book about Alice.)

Dictation: 1. Apply the spelling of the words of the week, homework will be to repeat the mistakes Book 1. Answer the pages 93-96 from reteaching book

Friday 6th May.

Vocabulary 1. Tell children that they are going to learn six new words that they will see again when they read "Dig for the Old." 2. Distribute a set of Vocabulary Word Cards to each child. 3. Hold up the word card for the first Vocabulary Word, and ask a volunteer to read the word aloud. 4. Have children repeat the word and hold up the matching card. 5. Give the explanation for the word. 6. Point out that the word settled can also mean "to live in one place over a long period of time." 7. Then ask children the first question below, and discuss their responses. 8. Continue with the remaining questions. Do you think rare books are easy to find? Explain. 2. How long does your school day last? 3. How would you look if you settled at your desk? 4. Name a common pet. If you separated the crayons from the pencils, what did you do? 6. What kind of collection do you have?
1.

5.

Comprehension Make Inferences 1. Tell children that when they use that they already know to think about what they read in a story, they are making inferences. 2. Readers make inferences to understand or make sense of details or events. 3. Ask children to look back at "The Strange Tales of Lewis Carroll" in Balancing Act. 4. Point out that on page 274, the text says: While he was telling his stories, the children would not budge. They didn't want to miss a word. 5. Explain that the author doesn't say directly that the children liked Lewis's stories, but by making inferences, we can figure out that they did. Grammar Introduce Helping Verbs 1. Explain that a helping verb works with the main verb to tell about action. 2. The verbs has, have, and had are used with other verbs to show action that happened in the past. 3. Write these sentences on the board:

4. 5. Read each sentence aloud, underline the helping verbs, and circle the main verbs, {has, bought; have, talked; had, caught) 6. Tell children that the helping verb has is used with main verbs to tell about one, have tells about I or more than one, and had tells about one or more than one. 7. Write these sentences on the board:

8. 9. Work with children to identify the helping verbs and main verbs, {has, walked; had, fought; have, brought)