Monday 7th March

Vocabulary

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.)

3. Then circle the ends of the action verbs as you explain the following: 4. When the subject of a sentence is one person or thing, add -s to the end of most present-tense action verbs. 5. When the subject is one person or thing and the present-tense action verb ends in s, x, sh, ch, or tch, add -es to the end of the verb. 6. When the subject is I, you, or more than one person or thing, add nothing to the end of present-tense action verbs. 7. Write the following incomplete sentences on the board:

Tuesday 8th

March

Vocabulary Phonograms -ouch, -oud, -out, -ow, -owl, -own 1. Write the following phonograms on the board:

2. 3. 4. 5. 6. Tell children that these are word endings. Slide your hand under the letters as you read each phonogram. Have children repeat after you. Then ask volunteers to write the phonogram after each letter or pair of letters to form these words: couch, pouch, loud, cloud, pout, shout, cow, now, howl, growl, down, brown. 7. Read the words aloud together. Comprehension 1. Remind children that following directions is important when they do new things. 2. Elicit tips that can help them succeed, 3. Such as reading the directions first, 4. Looking for numbered steps in the directions, 5. And following the steps in order. 6. Starts reading support us from teachers guide. Grammar No theme today

Wednesday 9th March

Vocabulary owel Diphthong /ou/ou, ow 1. Remind children that the Spelling Words are spelled with ou or ow, which stand for the sound /ou/. 2. Group children into two teams. 3. 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. 4. Each correct response gets one point. 5. For example, the first person on team 1 spells the word aloud. 6. If correct, the first person on team 2 writes the word on the board. 7. Play continues back and forth between teams until all the words have been spelled aloud and written.

Comprehension

1. 2. 3. 4.

Read aloud the explanation at the top of the page. Invite children to compare and contrast what two classmates are wearing. Read the directions, and have children complete the page independently. Then ask children how they filled in the Venn diagram, and discuss their responses. 5. Reread and Summarize: "Pam's Big Plan" Have children reread and summarize "Pam's Big Plan" in sections, as described below.

Book 1. Answer the pages 60-62 from reteaching book

Thursday 10th March

Vocabulary Vowel Diphthong I owl ou, ow 1. Have children number a sheet of paper 1-9. 2. Write the word out on the board. 3. Say the word, and underline the vowel diphthong. Explain that you will dictate nine words that have either ou or owthat stand for the sound /ou/.

4. 5. Have children turn to page 86 in their Practice Books. 6. Read the instructions aloud. 7. Help children complete the first item, and have them complete the page on their own Comprehension Plot 1. Review plot with children. 2. Explain that a story's plot has a beginning, middle, and end. 3. Remind children that the story's problem is found in the beginning, important events take place in the middle of the story, and the problem's solution is learned at the end of the story. 4. Draw the chart on page 251 on the board. 5. Have children copy and complete it with information from "Pam's Big Plan." 6. (Beginning: Pam's best pal, her sister Jo, is sick with a cold and can't go outside to play; Pam is sad and wants to cheer Jo up. 7. Middle: Pam comes up with a plan: She works for Miss Bolt to earn money; she gets roses from Mrs. Davis; she gets her friend Emma to deliver some stuffed animals; she and Mom go shopping for Jo's favorite foods; Pam surprises Jo with a tea party and all the gifts she's collected. 8. End: Jo is amazed and thrilled and feels much better.)

Dictation: 1. Apply the spelling of the words of the week, homework will be to repeat the mistakes Book 1. Answer the pages 60-61 from reteaching book

Friday 11th March

Vocabulary Controlled Vowel /or/or, ore, our 1. Say the words fort, torn, and short. 2. Have children say the words. Then explain that the words fort, torn, and short have the /or/ sound. 3. Writefort, torn, and short on the board. 4. Point to the letters or, and explain that they can stand for the /or/ sound in fort. 5. Repeat the procedure for ore using the words bore, chore, and core. 6. Then repeat the procedure for our using the words courts, your, and four. 7. Write the Spelling Words fork, store, and pour on the board, and read the words aloud. 8. Have children read each word with you. Then have them read each word again. Comprehension Plot 1. Tell children that they can figure out a story's plot by thinking about the characters' problem and how they solve it. 2. Have children revisit "Pam's Big Plan" in Balancing Act. Ask: 3. Who are the main characters? (Pam and Jo) 4. What is the setting? (Pam's room, Miss Bolt's shop, Mrs. Davis's garden, a store) 5. What is the problem? (Jo is sick, so Pam can't play with her.) 6. How is the problem solved? (Pam gives Jo a tea party.) 7. Have children discuss the story's important events. Brainstorm other possible plots for stories about Pam and Jo. 8. Write children's ideas on the board, and discuss them as a group. Pretest 1. The words of the next week students will be dictating and homework will be repeating mistakes Grammar Introduced Present-Tense Action Verbs 1. Introduce Subject-Verb Agreement Explain that verbs must match the naming part (subject) in a sentence. 2. Write the following sentences on the board: The man laughs at the funnyjoke. The chickens flap their wings. 3. Read aloud the sentences. 4. Have children identify the naming part of each sentence. (The man, The chickens)

5. Ask which naming part names one (The man) and which names more than one. (The chickens) 6. Ask children to name the verb in each sentence. (laughs, flap) 7. Point out that we add an -s to most verbs when the naming part tells about one. 8. We do not add an -s when the naming part tells about more than one or when it tells about Joryou.