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