Monday 11th April

Vocabulary

Everyday planning First level Primary Monday11th to 15st April

Vowel Variant /oo/oo, ou 1. Distribute Copying Master 102. 2. Read aloud the Spelling Words. 3. Have children repeat them several times. 4. Point out that the Spelling Words are spelled with oo or ou. 5. Guide children in completing the activity at the bottom of the page. 6. Have partners write the Spelling Words on index cards. 7. Have one child draw a card and read its word aloud and the other child write the word; then have partners switch roles. 8. When a child spells a word correctly, he or she initials its card and returns it to the pile. 9. Children should work through the pile twice or until each child has spelled all the words. 10. Have children write down each word they do not spell correctly to study later. Comprehension Cause and Effect 1. Have children look at side A of Skill Card 26: Cause and Effect. 2. Read the explanation and story aloud as children follow along. 3. Ask questions related to the chart. 4. Point out that causes are listed on the left side and effects are listed on the right side. 5. Have children look at side B of Skill Card 26: Cause and Effect. 6. Read the Skill Reminder and story as children follow along. 7. Guide children in copying the chart and completing it with the causes and effects. 8. (Causes: The snake was hungry. The mouse was hungry. The ant was hungry. The ant's lunch was too small to see. Effects: The snake ate the girl's lunch. The mouse ate the snake's lunch. The ant ate the mouse's lunch.) Grammar Use Irregular Verbs 1. Remind children that has and have are verbs that tell about the present. 2. The verb had tells about the past. 3. Write the following sentences on the board, and read them one at a time: 4. Ask children to state whether the verb tells about the past or the present. 5. (has, present; had, past, have, present) 6. Write the following incomplete sentences on the board:

Tuesday 12th April

Vocabulary Phonograms -ood, -ook, -oot, -ould 1. Write these 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: good, stood, took, cook, foot, soot, could, should. Read the words aloud together. 7. Work with children to brainstorm other words that use the same phonograms, (wood, hood, hook, look, brook, crook, would) 3. 4. 5. 6. Comprehension Antonyms 1. Explain to children that words that have opposite meanings are called antonyms. You can use the context and what you already know to figure out if words are antonyms. 2. For example, night and day are antonyms because night is the opposite of day. 3. Write this sentence on the board:

4. 5. Ask a volunteer to circle the word in parentheses that has the opposite meaning of the word open, (close) Then repeat with the following sentences: 6. The books in Megan's backpack felt heavy, (strong, light) (light) 7. Could you turn the TV volume down? (straight, up) (up) 8. The music is too loud, (soft, wet) (soft) Grammar 1. Irregular Verb Agreement 2. Write these sentences on the board:

3. 4. Read the sentences aloud, and have children read them with you. 5. Have children point out the subject of each sentence. (I, Mark, Mark and John, You) Then have children point out the verbs, (have, has, have, had) 6. Direct children to page 104 in their Practice Books. 7. Read the first sentence in the activity together. 8. Point out that the verb is missing from the sentence. 9. Ask children to choose the correct verb from the word bank to complete the sentence. 10. Then have children complete the activity. 11. When they are finished, ask children which sentences needed has to be completed correctly, which needed have, and which needed had.

Wednesday 13th April

Vocabulary 1. Write the Vocabulary Words on the board. 2. Ask volunteers to say a word as you point to it. 3. Ask questions to reinforce understanding of the words: What is something you might see someone handling gently? Do you like pasta smothered with sauce? When is the last time you replied to something? What is the last thing you pleaded for? Name something fragrant. What animal might have grunted?

Comprehension Antonyms 1. Distribute Copying Master 103, and have children listen as you read the explanation of antonyms. 2. Invite children to suggest antonyms for words such as clean {dirty) and cold (hot). 3. Read the directions, and have children complete the activity. 4. Then ask volunteers to share their responses. 5. Reread and Summarize: "Good Cooking" Have children reread and summarize "Good Cooking" in sections, as described below. 6. Let's reread pages 262-263 to recall what Bobby was doing. Summary: Bobby is searching for something to eat. Just then, his dad arrives home with bags full of food. Dad suggests adding beans to the pot of water that Mom is heating. Bobby doesn't think the beans will be good to eat. 7. Now let's reread pages 264-265 to remember what happened next. Summary: Bobby's friend Ray arrives and says he likes lunch. Dad continues to cook lunch and adds carrots to the pot. Bobby doesn't think carrots taste good. Book 1. Answer the pages 86-87 from reteaching book

Thursday 14th April

Vocabulary Vowel Variant /00/00, ou 2. Have children number a sheet of paper 1-9. 3. Write the Spelling Word book on the board, and point to the vowel variant. 4. Tell children that you will dictate nine words that have either oo or ou that stands for the /do/ sound. Point out that some words have a silent /.

5. 6. Have children turn to page 106 in their Practice Books. 7. Read the instructions at the top of the page aloud. 8. Help children complete the first item, then have them complete the rest of the page independently.

Comprehension Cause and Effect 1. Review cause and effect with children. 2. Explain that in a story, things often happen for a reason. The reason something happens is called the cause. 3. What happens is called the effect. 4. Draw a cause-and-effect chart like the one on page 311 on the board. 5. Then revisit "Good Cooking" in Balancing Act. 6. Use information from the story to complete the chart as a group. Dictation: 1. Apply the spelling of the words of the week, homework will be to repeat the mistakes Book 1. Answer the pages 88-90 from reteaching book

Friday 15th April.

Vocabulary Vowel Variant /6/aw, au(gh) 2. Say the words claw and draw. 3. Have children say the words. Say: The words claw and draw end with the /o/ sound. 4. Say the words caught and taught, and have children repeat them. 5. Say: The words caught and taught have the /o/ sound in the middle. 6. Have children say /o/ several times. 7. Write claw and draw on the board. 8. Underline aw in each word, and say: The letters aw can stand for the /o/ sound. 9. Touch the letters several times, and have children say /of each time. 10. Then use a similar process to introduce /o/ spelled au(gh), as in fault and caught. 11. Have children read claw, draw, fault, and caught aloud with you. 12. Also have them read haul, crawl, lawn, sauce, paw, and saw. Comprehension Cause and Effect 1. Explain that some events cause other events to happen. 2. Say: To figure out a cause, ask, "Why did this event happen?" To figure out an effect, ask, "What happened as a result of this cause?" 3. Read aloud page 262 of "Good Cooking." 4. Ask: Why does Bobby look on a shelf? (He wants food.) 5. Draw a two-column chart on the board. 6. Write Cause and Effect at the tops of the columns. 7. Record the cause (Bobby wants food.) and effect (He looks on a shelf.) in the chart. 8. Read Grammar Introduce come, run, and give 1. Write these sentences on the board:

2. 3. Read the sentences aloud, and elicit that run and runs are verbs that tell about actions happening now.

4. Tell children that to tell about the past, they add -ed to most verbs. 5. Explain that some verbs, such as come, run, and give, do not add -ed to spell their past-tense forms. 6. Write on the board: Last night, Mom ran five miles. Read the sentence, and point to ran. 7. Explain that ran is the past tense of run . 8. Use this same procedure for come, comes, came and give, gives, gave. 9. Write the following sentences on the board, and read them aloud:

10. 11. Ask children to name the correct past-tense form of each underlined verb. {came, gave, ran) 12. Rewrite each verb, and have children read aloud the sentences with you.