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Everyday planning First level Primary Monday 7th to 11th March
Vowel Diphthong /ou/ow, ow 1. Read aloud the Spelling Words, and have children repeat them. 2. Remind children that the words are spelled with ou or ow, which stands for the sound /ou/.
3. This activity is based on the traditional Memory Game. 4. Pairs of children make game cards using the lesson's Spelling Words with ou and ow missing; a dash appears in place of each letter. 5. After a child matches two cards, he or she must supply the correct missing letters to keep the game cards. 6. If the wrong letters are supplied, the opponent gets the game cards and the next turn.
Comprehension Plot 1. Have children look at side A of Skill Card 21: Plot. 2. Read the definition and story aloud. Draw attention to the chart, and discuss it with children 3. Now have children look at side B of Skill Card 21: Plot. 4. Read the Skill Reminder and story aloud. 5. Guide children in copying the chart and completing it. 6. (Beginning: Liz is sad because she can't find her favorite hat. 7. Middle: Dad helps her search for her hat in her room and on the steps outside, but they can't find it. 8. End: They go to the park and find the hat where Liz had left it that morning.)
Grammar Present-Tense Endings 1. Remind children that present-tense action verbs tell what something or someone is doing right now. 2. Write on the board: Jed feeds the fish. Beth mixes paint. You push the door closed. Ask volunteers to underline the action verbs (feeds, mixes, push) and tell why they are action verbs. (They tell what Jed, Beth, and you are doing.)
Write the following incomplete sentences on the board: . 5. When the subject is I. add -es to the end of the verb. ch. add -s to the end of most present-tense action verbs. When the subject is one person or thing and the present-tense action verb ends in s. 6. When the subject of a sentence is one person or thing. add nothing to the end of present-tense action verbs. sh. Then circle the ends of the action verbs as you explain the following: 4. you. or tch. x. 7. or more than one person or thing.3.
Starts reading support us from teacher’s guide. 4. growl. -ow. pout. 7. Comprehension 1. Then ask volunteers to write the phonogram after each letter or pair of letters to form these words: couch. 5. cloud. now. 3. 5. Tell children that these are word endings. cow. down. 4. -owl. Have children repeat after you. Slide your hand under the letters as you read each phonogram. shout. Remind children that following directions is important when they do new things. And following the steps in order. 3. pouch.Tuesday 8th March Vocabulary Phonograms -ouch. Elicit tips that can help them succeed. Write the following phonograms on the board: 2. -own 1. howl. Looking for numbered steps in the directions. 6. 2. brown. Read the words aloud together. -oud. Such as reading the directions first. loud. 6. -out. Grammar No theme today .
and have children complete the page independently. Reread and Summarize: "Pam's Big Plan" Have children reread and summarize "Pam's Big Plan" in sections. Comprehension 1. Invite children to compare and contrast what two classmates are wearing. which stand for the sound /ou/. Book 1. If correct. 5. Each correct response gets one point. 3. 2. Answer the pages 60-62 from reteaching book . 4. 6.Wednesday 9th March Vocabulary owel Diphthong /ou/ou. 5. Play continues back and forth between teams until all the words have been spelled aloud and written. 7. as described below. 4. 2. Explain that you will read a Spelling Word and teams will take turns spelling the word aloud and then writing the word on the board. the first person on team 2 writes the word on the board. the first person on team 1 spells the word aloud. 3. Remind children that the Spelling Words are spelled with ou or ow. and discuss their responses. For example. Group children into two teams. Read the directions. Then ask children how they filled in the Venn diagram. Read aloud the explanation at the top of the page. ow 1.
3. Remind children that the story's problem is found in the beginning. and have them complete the page on their own Comprehension Plot 1. 8. Davis. 5. Have children number a sheet of paper 1-9. 4. her sister Jo. Pam surprises Jo with a tea party and all the gifts she's collected. 2. 4. she gets her friend Emma to deliver some stuffed animals. ow 1. 7. she and Mom go shopping for Jo's favorite foods. and underline the vowel diphthong. is sick with a cold and can't go outside to play. Have children turn to page 86 in their Practice Books. 3. she gets roses from Mrs. Help children complete the first item.Thursday 10th March Vocabulary Vowel Diphthong I owl ou. Write the word out on the board. Say the word. Pam is sad and wants to cheer Jo up. middle. Review plot with children. 6. and the problem's solution is learned at the end of the story." 6. Explain that you will dictate nine words that have either ou or owthat stand for the sound /ou/. Middle: Pam comes up with a plan: She works for Miss Bolt to earn money.) . Have children copy and complete it with information from "Pam's Big Plan. 7. (Beginning: Pam's best pal. Read the instructions aloud. important events take place in the middle of the story. and end. 2. End: Jo is amazed and thrilled and feels much better. Draw the chart on page 251 on the board. 5. Explain that a story's plot has a beginning.
Dictation: 1. Apply the spelling of the words of the week. Answer the pages 60-61 from reteaching book . homework will be to repeat the mistakes Book 1.
Have children identify the naming part of each sentence. Then repeat the procedure for our using the words courts. Then explain that the words fort. What is the problem? (Jo is sick. Have children say the words. 6.) 7. Write children's ideas on the board. Who are the main characters? (Pam and Jo) 4. 3. and explain that they can stand for the /or/ sound in fort. 8. and discuss them as a group. Writefort. The chickens flap their wings. The words of the next week students will be dictating and homework will be repeating mistakes Grammar Introduced Present-Tense Action Verbs 1. Write the following sentences on the board: The man laughs at the funnyjoke. torn. 2.) 6. Miss Bolt's shop. torn. 4. and core. your. Tell children that they can figure out a story's plot by thinking about the characters' problem and how they solve it. and four. What is the setting? (Pam's room. chore. Say the words fort. Read aloud the sentences. our 1. 2. Mrs. 5. Ask: 3. a store) 5. and short. 7. Brainstorm other possible plots for stories about Pam and Jo. (The man. Have children revisit "Pam's Big Plan" in Balancing Act. store. and short on the board. How is the problem solved? (Pam gives Jo a tea party. Have children read each word with you. so Pam can't play with her. Comprehension Plot 1. Davis's garden. 8. 3. Pretest 1. The chickens) . ore.Friday 11th March Vocabulary Controlled Vowel /or/or. Write the Spelling Words fork. Point to the letters or. and short have the /or/ sound. Introduce Subject-Verb Agreement Explain that verbs must match the naming part (subject) in a sentence. 4. and pour on the board. 2. torn. and read the words aloud. Repeat the procedure for ore using the words bore. Then have them read each word again. Have children discuss the story's important events.
8. (The chickens) 6. . Ask which naming part names one (The man) and which names more than one. Ask children to name the verb in each sentence. (laughs.5. Point out that we add an -s to most verbs when the naming part tells about one. flap) 7. We do not add an -s when the naming part tells about more than one or when it tells about Joryou.
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