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Monday 14th March

Vocabulary

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

Controlled Vowel oxor, 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.

3. 4. 5. 6.

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

Tuesday 15th

March

Vocabulary Phonograms -ore, -ork, -orn, -orm, -ort, -our 1. Write the following phonograms on the board:

a. 2. 3. 4. 5. 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: more, store, fork, cork, torn, born, form, storm, sort, fort, pour, four. 6. Read the words aloud together. 7. Work with children to brainstorm other words that use the same phonograms, {bore, tore, wore, sore, chore, score, snore, pork, stork, corn, horn, worn, thorn, dorm, norm, port, short, sport, your) 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 16th March


Vocabulary Controlled Vowel /or/or, ore, our

1. Review with children that the letters or, ore, and our can stand for the /or/ sound in cork. 2. Assign the Spelling Words based on the number of children in your group, and distribute blank index cards to each child. 3. Ask children to write their assigned words on the cards. On the board, draw a chart like this one:

4. 5. Call on a volunteer to read the Spelling Word on his or her card, tell what column the word belongs in, and write the word in the correct column. 6. Continue until all the words have been added. Then read the words several times as a group. Comprehension 1. Compare and Contrast Use a Venn diagram to compare and contrast the cows in "Fun Farm" and real cows. 2. Ask:Where do real cows live? Where do the cows in "Fun Farm" live? 3. (Real cows live on farms. The cows in "Fun Farm" live at Blue Sky Farm.) 4. 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.") Book 1. Answer the pages 63-66 from reteaching book

Thursday 17th March


Vocabulary r-Controlled Vowel /or/or, ore, our 1. Have children number a sheet of paper 1-9. 2. Write the Spelling Word short on the board, and J point to the letters or. 3. Tell children that you will dictate words with the sound /or/. 4. Have volunteers say /or/ and name the letters that can stand for that sound, (or, ore, our)

5. 6. Have children turn to page 90 in their Practice Books. 7. Read the sentences with children. After children have followed the instructions, have them circle the words in which the letters or, ore, and our stand for /or/. 8. Distribute a set of Vocabulary Word Cards to pairs of children. 9. Have children take turns choosing a card and using the Vocabulary Word in a question. 10. Then have the partner answer the question using the word. Continue until each Vocabulary Word is used at least once.

11.

Comprehension Plot 1. Remind children that the plot of a story is the problem the characters face and the events that show how they solve it. 2. Point out that they can also compare the plots of two stories to find out how they are alike and different. 3. Draw the following chart on the board:

a. 4. Have children look back at "Fun Farm" and "Pam's Big Plan" in Balancing Act. 5. Then work as a group to complete the chart. ("Fun Farm": Beginning: Farmer Sly is bored. He tellsjokes, but they aren't funny. Middle: Farmer Sly tells his cows'jokes. He goes to another town and tells his own jokes. No one likes them. End: He goes home and tells his cows'jokes again. "Pam's Big Plan": Beginning: Pam likes to piay with her sister, but Jo is sick. Middle: Pam collects things that Jo will like. End: Pam and Jo have a tea party.) 6. Discuss similarities and differences in the stories. Dictation: 1. Apply the spelling of the words of the week, homework will be to repeat the mistakes Book 1. Answer the pages 67-70 from reteaching book

Friday 18th March


Vocabulary Vowel Variant /oo/oo, ew, ue, ui, ou 1. Say the words mood, cool, and soon. Have children say the words. 2. Then explain that the words mood, cool, and soon have the /oo/ sound. 3. Write mood, cool, and soon on the board. Point to the letters oo, and explain that they can stand for the /oo/ sound in mood. 4. Have children repeat the words several times. 5. Repeat the procedure for words with /oo/ew using dew, new, and blew; for words with /oo/ue using blue, due, and glue; for words with /oo/ui using juice, suit, and fruit; and for words with /oo/ou using group and soup. Comprehension 1. Plot 2. Use Graphic Aids Tell children that writers often includegraphic aids such as charts, maps, graphs, timelines, pictures, and diagrams. 3. Graphic aids tell more about the story or topic. 4. Have children look back at page 222 in Balancing Act. 5. Explain that the picture shows the characters and setting of "Fun Farm." 6. Ask:Who are the characters in the picture? (cows) 7. What is the setting in the picture? (a farm) 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. Explain that a verb can tell about an action that happened in the past. Many verbs that tell about the past end in -ed or -d. Write these sentences on the board:

2. 3. Read aloud the first sentence. 4. Explain that it tells about the present, or something that happens now. Then read aloud the second sentence. 5. Explain how the word flapped tells about an action in the past. Point out that it ends with -ed.