Monday 14th March

Vocabulary

Everyday planning First level Primary Monday 14th to 118th March

Controlled Vowel ¡ox¡or, ore, our 1. Read the Spelling Words aloud with children several times. 2. Remind children that the letters ore, or, and our can stand for the/or/ sound. 3. Guide children in completing the activity at the bottom of the page. 4. Have students work in pairs. 5. Each student writes a sentence for each Spelling Word but leaves a blank for the actual word. 6. The partners then switch papers and fill in the blanks in each other's sentences. 7. Students should give themselves one point for each correctly spelled word Comprehension Plot 1. Have children look at side A of Skill Card 22: Plot. 2. Read the definition and short story aloud as children follow along. 3. Ask questions related to the story map, and point out how the answers complete each section. 4. Now have children look at side B of Skill Card 22: Plot. 5. Read the Skill Reminder and story aloud while children follow along. 6. Guide children in copying the story map and completing it with the elements of the plot. 7. (Beginning: Henry wonts to sail a toy boat but he doesn't have one. 8. (Problem) Middle: Henry finds a newspaper and folds it into a boat. 9. (Solution) End: Henry sails a toy boat made of newspaper.)

Grammar Practice Subject-Verb Agreement 1. Write these on the board:

2.

Rewrite the sentences using correct subject-verb agreement. Review that children should add an -s to most verbs when the naming part of the sentence tells about one.3. Read aloud the sentences. Point out that something is wrong with each sentence. 6. 7. 5. and read them aloud: . and they should not add an -s when the naming part tells about more than one or when it tells about I or you. 4. Explain that none uses correct subject-verb agreement.

Then ask volunteers to write the phonogram after each letter or pair of letters to form these words: more. 2. 5. -our 1. pour. 6. store. Elicit tips that can help them succeed. sort. sport. born. four. 2. -ork. torn. dorm. Work with children to brainstorm other words that use the same phonograms. 3. norm. pork. tore. Slide your hand under the letters as you read each phonogram. horn. 6. score. your) Comprehension 1. Starts reading support us from teacher’s guide. 7. Remind children that following directions is important when they do new things. worn. corn. cork. 3. fort. sore. And following the steps in order. {bore. Looking for numbered steps in the directions. form. thorn. short. port. Tell children that these are word endings. Have children repeat after you. fork. Such as reading the directions first. snore. wore. storm. -orn. 4. chore. Grammar No theme today . -orm. 5. 4. Write the following phonograms on the board: a.Tuesday 15th March Vocabulary Phonograms -ore. -ort. stork. Read the words aloud together.

our 1. Compare and Contrast Use a Venn diagram to compare and contrast the cows in "Fun Farm" and real cows. tell what column the word belongs in. (Real cows live on farms. Answer the pages 63-66 from reteaching book .Wednesday 16th March Vocabulary Controlled Vowel /or/or. Assign the Spelling Words based on the number of children in your group. Who takes care of real cows? Who takes care of the cows in "Fun Farm"? (Farmers take care of real cows. Farmer Sly takes care of the cows in "Fun Farm. Continue until all the words have been added. On the board. and our can stand for the /or/ sound in cork. Review with children that the letters or. 3.") Book 1. Comprehension 1. and write the word in the correct column. draw a chart like this one: 4. ore. Ask:Where do real cows live? Where do the cows in "Fun Farm" live? 3. 6. Then read the words several times as a group. Call on a volunteer to read the Spelling Word on his or her card.) 4. 5. Ask children to write their assigned words on the cards. 2. ore. 2. and distribute blank index cards to each child. The cows in "Fun Farm" live at Blue Sky Farm.

7. After children have followed the instructions.Thursday 17th March Vocabulary r-Controlled Vowel /or/or. Have children number a sheet of paper 1-9. our 1. ore. Continue until each Vocabulary Word is used at least once. Write the Spelling Word short on the board. 3. . and our stand for /or/. Have volunteers say /or/ and name the letters that can stand for that sound. 6. Have children turn to page 90 in their Practice Books. 9. Have children take turns choosing a card and using the Vocabulary Word in a question. Read the sentences with children. Then have the partner answer the question using the word. our) 5. Tell children that you will dictate words with the sound /or/. ore. 2. ore. 4. (or. Distribute a set of Vocabulary Word Cards to pairs of children. 10. 11. 8. and —J point to the letters or. have them circle the words in which the letters or.

"Pam's Big Plan": Beginning: Pam likes to piay with her sister.) 6. Remind children that the plot of a story is the problem the characters face and the events that show how they solve it. Have children look back at "Fun Farm" and "Pam's Big Plan" in Balancing Act. Discuss similarities and differences in the stories. He tellsjokes. Dictation: 1. He goes to another town and tells his own jokes. homework will be to repeat the mistakes Book 1. 3. 2. ("Fun Farm": Beginning: Farmer Sly is bored.Comprehension Plot 1. but Jo is sick. 5. Answer the pages 67-70 from reteaching book . Draw the following chart on the board: a. End: Pam and Jo have a tea party. 4. Middle: Farmer Sly tells his cows'jokes. but they aren't funny. Then work as a group to complete the chart. No one likes them. End: He goes home and tells his cows'jokes again. Point out that they can also compare the plots of two stories to find out how they are alike and different. Middle: Pam collects things that Jo will like. Apply the spelling of the words of the week.

Have children repeat the words several times. cool. What is the setting in the picture? (a farm) Pretest 1. maps. Write these sentences on the board: 2. Write mood." 6. cool. 2. ui. Read aloud the first sentence. due. . Say the words mood. ou 1. Have children say the words. and fruit. and soon have the /oo/ sound. pictures. ue. Explain how the word flapped tells about an action in the past. Repeat the procedure for words with /oo/ew using dew.Friday 18th March Vocabulary Vowel Variant /oo/oo. 5. Explain that a verb can tell about an action that happened in the past. 4. Point to the letters oo. Point out that it ends with -ed. and blew. Comprehension 1. Plot 2. cool. for words with /oo/ue using blue. 3. Ask:Who are the characters in the picture? (cows) 7. 4. suit. Then explain that the words mood. timelines. Use Graphic Aids Tell children that writers often includegraphic aids such as charts. and diagrams. ew. graphs. new. 4. 5. Explain that it tells about the present. Many verbs that tell about the past end in -ed or -d. and for words with /oo/ou using group and soup. The words of the next week students will be dictating and homework will be repeating mistakes Grammar Introduced Present-Tense Action Verbs 1. and soon. 3. and explain that they can stand for the /oo/ sound in mood. Graphic aids tell more about the story or topic. and soon on the board. 3. Then read aloud the second sentence. for words with /oo/ui using juice. or something that happens now. Explain that the picture shows the characters and setting of "Fun Farm. Have children look back at page 222 in Balancing Act. 5. and glue.

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