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Everyday planning First level Primary Monday 23th to 27th May
Vocabulary Vowel Variant /o/aw, ou(gh) 1. Say the words claw, paw, and lawn. 2. Have children say the words. Then remind children that the words claw, paw, and lawn have the /0/ sound. 3. Write claw, paw, and lawn on the board. 4. Circle the letters aw, and remind children that they can stand for the /o/ sound in claw. Have children repeat the words several times. 5. Repeat the procedure for words with /0/ spelled au(gh) using fault, haul, and caught. 6. Write these sentences on the board:
7. 8. Read each sentence aloud with children. 9. Ask volunteers to read each sentence and underline the words with aw or au(gh). [paw, caught, lawn, Draw, claw) 10. Then have children work with partners to come up with sentences that use the Spelling Words draw and caught. 11. Have partners write their sentences on the board. Comprehension Cause and Effect 1. Have children look at side A of Skill Card 30. 2. Read the Skill Reminder and story aloud as children follow along. 3. Ask questions related to events that caused other events to happen, and encourage children to look for clue words. 4. Guide children in copying the chart and completing it with causes and their effects. Then ask children to share their responses. 5. (Causes: Janice lost her camera; Janice went to a lot of places; she wants to remember where her camera might be. Effects: Janice is sad; it is hard for her to remember all the places; she writes a list of all the places she had been that morning.)
The verb came tells about the past.Grammar More Irregular Verbs 1. Follow a similar procedure for the verbs run. she. 2. Add -s to come when the naming part of the sentence is he. run. give. it. 3. (go. do. and see. go. 4. . Work with children to choose the correct verb in parentheses. Review the following rules with children: The verbs come and comes tell about now. or a noun that names one. 6. gives) Then have volunteers write the correct verbs in the blanks on the board. sees. Write the following incomplete sentences on the board: 5.
Discuss the Stop and Think question on page 303: What do you think the characters will talk about next? (Possible response: I think the characters will talk about sights they visited. 10. Discuss the setting. 4. Write ball. 8. balls. get to record the trip? (Grace gets to record the trip because she chose San Francisco as a place to visit. Read the title aloud. thought. Point to the letters al. and small have the /o/ sound. Say the words ball. Have partners write their sentences on the board. 5. and small on the board. 3. 6. chalk. (bought. Have children repeat the words several times. talk) Then have children work with partners to create sentences that use the Spelling Words fought. Guide children in writing the answer to this question. 9. ask: What is the family doing? (The family is talking about a trip to San Francisco. I look for clue words that signal causes and their effects. and point to the family in the pictures. 8. 7.) 9. After reading page 302. chalk. Invite individuals to circle the Spelling Words. small. The word since in the second sentence on page 302 is a clue that one event caused another to happen. 4. Point out the Cast of Characters on page 302. Read each character's name. 10. Make Predictions Grammar No theme today . 2. ough 1. chalk. Write these sentences on the board: 7. chalk.Tuesday 24th May Vocabulary Vowel Variant /o/a(l). and explain that the letter a followed by / can stand for the /o/ sound in ball. Ask volunteers to read each sentence and underline the words with al or ough. Then have children read pages 302-303 to find out what is going on. Have children say the words. Discuss the Stop and Think question on page 302: Why does Grace 6. Read each sentence aloud with children. and small. Review with children that the words ball. 2. Repeat the procedure for words with /o/ spelled ough using bought and thought. 11. As I read.) Guide children in writing the answer to this question. and all. 3.) Retell 5. Comprehension Monitor Comprehension: "The San Francisco File" 1. Ask the group to read the sentences aloud.
steak. Then explain that the words breaks and greatest have the /a/ sound. Inference: The narrator and his cousin like the outdoors. 5. Write breaks and greatest on the board. You might want to provide the story details and work with children to identify what they know and to make inferences. 6. What I Know: People save up money for things that are important to them. Then have children work with partners to create sentences that use the Spelling Words neighbor and great. 13. ey 1. 6. 4. Have children say the words. Guide children in completing the chart to make inferences about the story. they. What I Know: People who go camping like the outdoors. Invite individuals to circle the Spelling Words. When they are finished. eight. 10. 7. and prey. 7. What I Know: People want to visit people they like or care about. Comprehension Multiple-Meaning Words 1. and weigh. invite them to take turns sharing their responses. They. 12. Ask the group to read the sentences aloud. 4. Repeat the procedure for words with /a/ spelled ei(gh) using sleigh. and remind children that they can stand for the /a/ sound in breaks. ei(gh). and for words with /a/ spelled ey using obey. Story Detail: The narrator is saving up money to buy a fishing rod. 12. Inference: 14. 3. 3. Distribute Copying Master 120. 9. 10. great) 11. 9. Say the words breaks and greatest. Story Detail: They make plans to go camping. 2. Write these sentences on the board: 8. Have partners write their sentences on the board. 11.) . Have children repeat the words several times. Having a fishing rod is important to the narrator. eigh. Have children listen as you read and discuss the explanation and example at the top of the page. Ask volunteers to read each sentence and underline the words with ea. Point to the letters ea. Inference: The narrator likes and cares about his cousin. 5. or ey. 2. (Possible responses: Story Detail: The narrator wants to visit his cousin.Wednesday 25th May Vocabulary Long Vowel /a/ea. Have children complete the activity on their own. Read each sentence aloud with children. 8. (neighbors.
Have children turn to Practice Book page 122. 2. 2. Comprehension Make Inferences 1. Answer the pages from reteaching book . (What I Know: San Francisco is a real city.) Dictation: 1. 6. Work together with children to make an inference about the family in the play visiting San Francisco tourist spots. Apply the spelling of the words of the week. homework will be to repeat the mistakes Book 1. Inference: The events in this story could happen in real life. Draw this chart on the board: 5. they are making inferences. Tell children that you will dictate the Spelling Words. 5. 3. 4. Have children number a sheet of paper 1-10.Thursday 26th May Vocabulary Cumulative Review 1. 3. 4. discuss their responses. Discuss what they figured out for themselves about the characters and the setting. After children have followed the instructions. Remind children that when they use they know to figure things out in a story. Have children turn to "The San Francisco File" in Balancing Act.
and contractions. Make Inferences 1. Have children review "The San Francisco File" in Balancing Act. 5.Friday 27th May. so the family goes to two museums. but Mom says no because the prices are too high. Dad wants Mom to buy a dress to remember the trip. Remind children that: 2. so everyone wants to do it. el(gh). Write the following words on the board. Comprehension Cause and Effect. The letters aw and au(gh) can stand for the /0/ sound in draw and caught. The letters ea. 4. 2. Prompt children to make an inference by asking: Why do you think there was a long delay to ride the cable cars? (Possible response: Riding the cable cars is fun. The letters a(l) and ough can stand for the /o/ sound in all and chalk. 8. The letters oo and ou can stand for the /do/ sound in took and should.) 5. and obey. Then erase the vowels. . Review what children have learned about irregular verbs. Also review that good readers use what they read and what they know to make inferences as they read. Review with children that a cause is the reason something happens and what happens is called the effect. (Possible responses: Dod likes art. Vocabulary Cumulative Review 1. 4. 3. 6. helping verbs. 9. 6. Then direct children's attention to page 305 and reread the text together.) Grammar Cumulative Review 1. Work with children to find additional examples of causes and effects in the play. 3. Have children read the words aloud again. and read them aloud with children: 7. and have volunteers add them back in. and ey can stand for the /a/ sound in great. neighbor.
6. Work with children to select the correct verb in parentheses. (I haven't been to San Francisco. My favorite trip wasn't to Chicago. (have. have) 5. Write the following sentences on the board: 3. 4. was.2. Betty and Lee haven't read the guidebook yet.) . Then have children use a separate sheet of paper and rewrite the sentences using contractions. Have children trade papers with a partner to check each other's work.
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