Everyday planning First level secondary Monday 21st to 25th February Monday 24th February

Vocabulary Write these words on the board: knife, knot, know. Have children say each word after you. Say: The words knife, knot, and know all begin with the /n/ sound. Point to the letters kn in knife, and say: The letters kn can stand for the /n/ sound at the beginning of knife. The letter k is silent. Write wrong, wreck, and wrap on the board. Point to each word, and have children say it after you. Say: The words wrong, wreck, and wrap all begin with the /r/ sound. Point to the letters wr in wrong, and say: The letters wr can stand for the /r/ sound at the beginning of wrong. The letter w is silent. Comprehension Setting: Have children look at side A of Skill Card 16: Setting. Read aloud the definition as children follow along. Then use the chart to show how to find setting clues in the story. The students copy and fill the chart. when where

Grammar Identify Adjectives: Write these phrases on the board a blue phone a huge car a short list a round table

Have children read aloud the phrases. Explain that each phrase has an adjective. Remind children that an adjective can describe color, size, or shape. Ask children to identify each adjective and tell whether it describes the noun's color, size, or shape, {blue, color; huge, size; short, size; round, shape) Copy and answer. Following phrases have some error. Write them correctly 1. They have two blues cars. 2. The car small is in the garage. 3. Are John and Elizabeth having lunch in an restaurant expensive? 4. Pat is listening to bads news on the radio. 5. I sent my brother somes magazines.

knife.Tuesday 25th January Vocabulary Phonograms -ap. Continue in the same way to find an adjective describing the size of the mess. stone. -ough. Ask children what they would do if a puppy stepped into something messy and tracked that mess all around. Underline the word paint. -one Write the following phonograms on the board: Tell children that these are word endings. sting. Slide your hand under the letters as you read each phonogram.brown) Then rewrite the sentence by adding a color adjective in front of paint. phone. rough. wring. -ot. Write and read aloud these sentences: Explain to children that they can tell more about the nouns in these sentences by adding adjectives. Then ask volunteers to write the phonogram after each letter or pair of letters to form these words: slap. spot. Have children repeat after you. Grammar Review that adjectives can describe color. Starts reading support us from teacher’s guide. Comprehension Ask children to think about puppies they know or have read about. size. wrap. (Possible response: big) . -ife. Encourage children to talk about the kinds of mischief puppies can get into. -ing. Ask: What word can we add to describe the color of the paint? (Possible responses: red. tough. and shape. life. Talk about how different people act when they see what the puppies have done. knot.

Let's reread pages 162-163 to recall why June and Duke couldn't go out to play and what June does instead. and phone all have the /f/ sound. let's reread pages 166-168 to see how June solves her problem. I played You ___________ He ___________ We ___________ You ___________ They ___________ Yo jugué Tú jugaste Él jugó Nosotros jugamos Vosotros jugasteis Ellos jugaron Book Answer the pages 43-44 from reteaching book . Conjugate de next verb. Grammar For past actions. Say: The words laugh. Now let's reread pages 164-165 to remind us what happens while June is out and when she gets home. and say: The letters ph can stand for the /f/ sound at the beginning of phone and at the end of graph. graph.Wednesday 26th January Vocabulary Digraphs /f/gh. and phone. Touch the letters several times. and have children say /f/ each time. Have children say the words. Point to the letters ph in graph and phone. ph Say the words lough. as described below. Point to the letters gh in laugh and tough. tough. Copy and answer. Comprehension Reread and Summarize: "The Art Hound" Have children reread and summarize "The Art Hound" in sections. Last. graph. and have children say /f/ each time. Touch the letters several times. Indicate the time period during which they developed and completed an action already completed. tough. Usual it is accompanied by an adverb of time. Say: The letters gh can stand for the /f/ sound at the end of laugh and tough. Have children say /f/ several times.

Have children turn to page 66 in their Practice Books. (listen) 3. Guide them to complete the page. and discuss their responses as a group. (say) to the radio when the phone rang. and point to the digraph kn. w) Then write the digraphs gh and ph on the board. Write the Spelling Word knife on the board. Revisit the story "The Art Hound" in Balancing Act. (k. Comprehension Remind children that the setting is important because it affects what the characters do. Tell children that the last four words will have these letter pairs pronounced /f/.Thursday 27th January Vocabulary Digraphs /n/kn. Ask: When does the story take place? (on a rainy day) Where does the story take place? (in June's house) What happens because It is a rainy day? (Duke and June stay inside. /f/gh. He 2. (put) hello but continued studying. Val and June make art. ph Have children number a sheet | gg | of paper 19. Write the digraphs kn and wr on the board. and use information from the story to find clues about the setting. When I arrived.) Then ask: How would the story change if the setting changed to a sunny day? Dictation: Apply the spelling of the words of the week. We 4. Tell children that the first five words you dictate will have the letter pair kn or wr. /r/wr. (watch) him inside. (ride) the television when it suddenly stopped working. When the ambulance came they 5. homework will be to repeat the mistakes Grammar Copy and answer. Complete the sentences passed by writing the appropriate time 1. they . I his motorbike when he suddenly felt ill. Have volunteers identify the silent letter in each.

.. 5.Friday 28th January Vocabulary Short Vowel /e/ea Say the word heavy.... . all the answers of the exam... Ask children to look back at "The Art Hound" in Balancing Act.. and have children repeat it...... My mother (suggest) ..... Knowing the setting helps readers understand what happens to the characters.. 7.... going to the cinema.. eat..... bread.......... Then read aloud a list of words.. at home because the weather was bad.. 4. Have children read the word with you.. the garden the last weekend.. Have children say /e/ several times...... Write the word heavy on the board as you say it aloud............. gate.......... TV the whole day yesterday..... The children (watch) ... health....... Repeat with the words meant and health. Charles (water) .... 2... Then ask: What did you learn about the setting on pages 162-163? Pretest The words of the next week students will be dictating and homework will be repeating mistakes Grammar Copy and answer.. 9.... Repeat the procedure with meant............ several novels.. The burglars (break) . meant. We (stay) .. wait.... The students (know) .. 8..... Ask children to nod their heads when they hear a word with /e/ in the middle... W........... such as ready.. 3. Thomas and his wife to my wedding.. and sweat... the window with a hammer... Explain that children can look for clues about the time of day and the location of events to figure out a story's setting.... rough.. and sweat..... Then ask them to read it on their own....... Shakespeare (write) ... 6.. To exercise the Past Simple... head.. Clara (make) .................. the house early at night... and health have the /e/ sound in the middle....... bread.... head.. 10... Susan (leave) . I suggest you put the correct form of the verb in brackets in the following sentences 1.. Say: The words heavy.. I (invite) ....... Comprehension Tell children that the setting is where and when a story takes place.. a beautiful dress for her sister....