Monday 21st February

Vocabulary

Everyday planning Second grade Primary Monday 21st to 25th February

1. Have pairs of children write the Spelling Words on index cards. 2. Have one child draw a card and read its word aloud and the other child write the word; then have partners switch roles. 3. When a child spells a word correctly, he or she initials the card and returns it to the pile. 4. Children should work through the pile twice or until each child has had the opportunity to spell each of the words. 5. Have children write down each word they do not spell correctly to study later. Comprehension Locate Information 1. Have children look at side B of Skill Card 19: Locate Information. 2. Read aloud the Skill Reminder and the table of contents as children follow along. Ask questions about what children might expect to learn in each chapter. 3. Have children look at the chart, and read the directions aloud. 4. Ask: What do I write in the first box under Chapter Title? ("Young Johnny") What might I learn in this part of the book? (Possible response: what Johnny Appleseed was like when he was young) Then work with children to complete the chart. 5. ("Johnny Brings Apple Seeds to Ohio" tells about Johnny traveling to Ohio with apple seeds for planting. "Johnny Plants the West" tells about Johnny traveling west to plant more apple trees.) Grammar 1. Identify Words that Compare Remind children that words with the ending er
Escribe el comparativo Ej. small - smaller 1. good 2. intelligent 3. old 4. dark 5. bad 6. large 7. narrow 8. new 9. easy 10. funny

Tuesday 22nd February

Vocabulary Phonograms -ear, -eer 1. Write the following phonograms on the board:

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: year, tear, deer, cheer. 6. Read the words aloud together. 7. Work with children to brainstorm other words that use the same phonograms, {ear, dear, fear, gear, hear, near, rear, clear, spear, steer, sheer) Comprehension Use Reference Sources 1. Tell children that one of the biggest national parks in the United States is Yosemite National Park in California. 2. Ask children where they find the location of California, (on a map of the United States) Explain that there are many reference sources that they can use to find information about a subject. 3. Discuss sources such as informational books, CD-ROMs and DVDs, and informational articles on websites. 4. Discuss atlases, dictionaries, thesauruses, and encyclopedias. 5. Explain that these and other reference sources are available on Internet websites as well as in books they can find in the library.

2. 3. 4. 5.

Grammar

1. Read the first two sentences aloud. 2. Ask how many things are being compared in each, (six, three) Point to fastest and funniest. 3. Ask if the -est ending is correct, (yes, because each sentence is comparing three or more things) Repeat the procedure for the next two sentences. 4. Ask how the spelling changed when -er or -est was added to funniest (y changed to /'), sadder (final consonant d was doubled), and safer (final e was dropped).

Wednesday 23rd February

Vocabulary 1. Controlled Vowel /ir/eor, eer elp children name words that end with -ear or -eer by playing "I Am Thinking of a Word..." 2. Say: I am thinking of a word that ends with /ir/, and it's something we do at football games. What word am I thinking of? 3. Have children name the word, (cheer) Write it on the board. 4. Continue giving clues for the rest of the Spelling Words, such as: I am thinking of a word that ends with /ir/... 1. that names a part of a bike, {gear) 2. that means "twelve months." (year) 3. that means "to be close to something." (near) 4. that is the opposite of front, (rear) 5. that is something you do with your ears, (hear) 6. that describes the sky on a sunny day. (clear) 7. that describes what you do when you turn a bike's handlebars, (steer) 8. that means "being scared of something." (fear) 9. that means a large animal with antlers, (deer) 5. After all the words have been identified, have children read the words on the board several times. Comprehension 1. Read aloud the passage as children follow along. 2. Then read the directions, and ask the first question. 3. Ask volunteers to name the resource they would use to find that information and why their choice would contain that information. 4. Continue with the remaining questions Grammar Word Choice 1. Have children turn to page 77 in their Practice Books. Read the first paragraph to remind children about 1 word choice 2. Read the directions aloud, and ask children to complete the page. 3. Then have volunteers read the sentences in part A and name the best word choice for each. 4. Then review the drafts in part B. 5. Discuss the words the writer changed. 6. Ask volunteers to read aloud their sentences about nature. 7. Discuss the words they used to make their writing interesting. Book Answer the pages 57-58 from reteaching book

Thursday 24th February

Vocabulary Controlled Vowel /r/ear, eer 1. Have children number a sheet of paper 1-9. 2. Write the Spelling Word fear on the board, and underline 1 the ear. 3. Tell children that the words you dictate will have the sound /ir/ spelled ear or eer

4. Have children turn to page 78 in their Practice Books. Read the directions. Have children complete the page, and discuss their answers as a group Comprehension Locate Information 1. Review where children can locate information in books and stories. 2. Remind them that a book's title, its chapter headings, and the headings that break up each section give clues to the information in that part of the book. 3. Then have children open Balancing Act to the table of contents on pages 49. 4. Draw a two-column chart on the board like this one:

5. Ask children to copy the chart and complete it with information from the table of contents, (pages 62-68, pages 82-88, pages 142-148) Dictation: 1. Apply the spelling of the words of the week, 2. homework will be to repeat the mistakes

Friday 25th February

Vocabulary Digraphs /n/kn; /r/wr; /f/gh, ph 1. Read the Spelling Words aloud. 2. Read them again, asking children to read along with you. 3. Then have children read the words by themselves. 4. Have children say all the words. Review the rules about words spelled with kn, wr, gh, and ph. 5. Write the words know, wrong, tough, and phone on the board. 6. Underline kn in know, wr in wrong, gh in tough, and ph in phone as you say each word. 7. Have children read aloud the words as volunteers underline the letters Comprehension Setting 1. Review with children that the setting is where and when a story takes place. 2. Remind them that details and words in the story give clues about the setting. 3. Ask children to look back at "His Land Is Our Land" in Balancing Act. 4. Draw attention to page 192: His family had a farm. He liked to be outside. He could rest beside the calm water of a lake. 5. Help children understand that farm, outside, calm, and lake are clues that the setting is outdoors on a farm near a lake. Pretest The words of the next week students will be dictating and homework will be repeating mistakes Grammar Adjectives 1. Write the following sentence on the board: I found a tiny, red ball. 2. Review with children that adjectives tell about a noun. 3. Some tell about color, and others tell about size or shape. 4. Read the sentence aloud as you underline the noun ball, circle red (the adjective that tells about color), and put a box around tiny (the adjective that tells about size or shape). 5. Write the following sentence on the board: The bird flew off. Invite children to suggest adjectives to add that tell about color and size or shape. 6. (Possible responses: red, blue, brown, colorful, little, big, pretty) 7. Then have partners work together to write sentences that include several adjectives. 8. Have partners take turns reading their sentences aloud.