Monday 21st March

Vocabulary

Everyday planning First level Primary Monday 21st to 25th March

Controlled Vowel oxor, ore, our 1. Read aloud the Vocabulary Words and the Student-Friendly Explanations. 2. Then have children look at pages 230-231 of Balancing Act. 3. Guide them in completing the sentences. 4. Have a volunteer read each completed sentence aloud. 5. Then read the questions on page 231, and help children answer them using complete sentences. (2. sealed, 3. carefully, 4. pattern, 5. attack, 6. disappear, 7. They crowd inside the nest, 8. They fight for good things to eat, 9. Leaves have a pattern of lines.) Comprehension Use Graphic Aid 1. Have children look at side A of Skill Card 23: Use Graphic Aids. 2. Read the definition, the paragraph, and the diagram captions aloud. 3. Ask questions related to the diagram, and have children state and point to their answers. 4. Have children look at side B. 5. Read the Skill Reminder and paragraph aloud, and discuss the diagram. 6. Guide children in answering questions. (I. below the ground, 2. They are inside the mound and underground, 3. pointed, 4. on the sides of the tunnels) Grammar Past-Tense Verbs Using -ed 1. Write these words on the board:

2. 3. Have children read aloud the words. 4. Model how to add -ed to march so it tells about an action that happened in the past. 5. Use the word in an oral sentence: The elephants marched through thejungle. 6. Call on volunteers to come to the board and add -ed to the remaining words so they tell about the past. Then call on other children to use the

words in oral sentences. Provide this example: Yesterday I walked in a forest. 7. GUIDED PRACTICE Write the following incomplete sentences on the board Rewrite the sentences using correct subject-verb agreement, and read them aloud:

8.

Tuesday 22nd

March

Vocabulary Phonograms -oo, -ool, -ew, -ue, -uit, -oup 1. On the board write the following phonograms:

2. 3. Tell children that these are word endings. 4. Slide your hand under the letters as you read each phonogram. 5. Have children repeat after you. Then ask volunteers to write the phonogram after each letter or pair of letters to form these words: too, zoo, fool, cool, new, flew, blue, Sue, suit, fruit, group, soup. Read the words aloud together. 6. Work with children to brainstorm other words that use the same phonograms, (tool, blew, view, stew, crew, threw, screw, drew, grew, chew, brew, knew, clue, cue, due, hue, true) Comprehension Synonyms 1. Write these sentences on the board, and read them aloud: One kind of ant likes marching. One kind of ant enjoys marching. 2. Ask children what they notice about the words likes and enjoys. (They have almost the same meaning.) 3. Explain that the underlined words are synonyms because they mean about the same thing. Point out that writers use related words to tell about people, places, and events. 4. Explain that readers use the context and what they already know to figure out if words are synonyms. 5. They can also use a dictionary or thesaurus. 6. GUIDED PRACTICE On the board, write the following sentences and pairs of words in parentheses:

Grammar No theme today

Wednesday 23rd March

Vocabulary Vowel Variant /oo/oo, ew, ue, ui, ou. 1. Review with children that the letters oo, ew, ue, ui, and ou can stand for the /oo/ sound in smooth. 2. Write the Spelling Words on index cards, and distribute them to children. 3. Point out that these words begin with either a consonant or a consonant blend. 4. On the board, draw a chart like this one:

5. Comprehension 1. Reread and Summarize: "Ants" Have children reread and summarize "Ants" in sections, as described below. 2. Let's reread pages 232-233 to recall what ants are like. Summary: There are thousands of kinds of ants. They crowd together in nests. When they are outside, they are looking for food. One kind of ant marches in a line. They attack any food they find. 3. Let's reread pages 234-235 to remember the parts of ants and what they eat. Summary: An ant has three parts. The front part has the pincers, eyes, and mouth. The middle part is the trunk with legs or wings. The end part might have a stinger. Ants eat many things, including sap, grass, and eggs. Book 1. Answer the pages 71-73 from reteaching book

Thursday 24th March

Vocabulary Vowel Variant 00/00, ew, ue, ui, ou 4. Have children number a sheet of paper 1-9. 5. Write the Spelling Word true on the board, and point to the letters ue. 6. Tell children that in the words you dictate, the sound /oo/ will be in the word. 7. Have volunteers say /oo/ and name the letters that can stand for that sound. (00, ew, ue, ui, ou)

8. 9. Have children turn to page 94 in their Practice Books. 10. After children have followed the instructions, discuss the words in which the letters ue, 00, ew, ui, and ou stand for the /oo/ sound. Comprehension Use Graphic Aids 1. Call on a volunteer to explain how he or she uses a diagram to understand a nonfiction selection, such as "Ants" in Balancing Act. (He or she looks at the picture and reads the captions.) 2. Explain that good readers use graphic aids such as charts, diagrams, maps, and timelines to understand more about the topic or subject. 3. They also use pictures. 4. Have children look back at pages 233 and 235, and discuss how the pictures support what is said in the text. Dictation: 1. Apply the spelling of the words of the week, homework will be to repeat the mistakes Book 1. Answer the pages 74-75 from reteaching book

Friday 25th March

Vocabulary r-Controlled Vowel /ar/air, are 1. Say the words stair, pair, and fair. 2. Have children say the words. 3. Then explain that the words stair, pair, and fair have the /ar/ sound. Write stair, pair, and fair on the board. 4. Point to the letters air, and explain that they can stand for the /ar/ sound in stair. 5. Say the words care, snare, and square. 6. Have children say the words. 7. Then explain that the words care, snare, and square also have the /ar/ sound. 8. Write care, snare, and square on the board. 9. Point to the letters are, and explain that they can stand for the /ar/ sound in care. 10. Write the Spelling Words hair, fair, scare, and rare on the board, and read the words aloud. 11. Have children read each word with you. Then have them read each word again. Comprehension Use Graphic Aids 1. Tell children that writers often include graphic aids such as charts, maps, graphs, timelines, and diagrams in nonfiction selections. 2. Graphic aids make the information easier to understand. 3. Have children look at page 234 of "Ants" in Balancing Act. 4. Point out the diagram of an ant. Then ask: Where are the pincers? (near the mouth) Point to them. Is the end the biggest or the smallest part of the ant? (biggest) Is the trunk in the middle or at the front of the ant? (in the middle) 5. Read aloud page 234 of "Ants" with children. 6. As parts of the ant are mentioned, have children touch each part of the diagram. Pretest Grammar Introduce Forms of be 1. Explain that some verbs tell what someone or something is like. 2. The verbs am, is, and are tell about the present. 3. 4. Write on the board: The monkey is brown. 5. Read the sentence, and underline is. 6. Explain that the verb is describes the monkey's color.

7. Write these sentences: The baby monkeys are small. I am bigger than the monkey. 8. Read the sentences. Underline are and am. 9. Tell children that is, are, and am must agree with the subject of the sentence. 10. Explain that are is used with plural subjects and is and am are used with singular subjects. Point out that am is also used with/. 11. Write the following sentences on the board: I am a scientist. Bees are insects. 12. The bee is busy. Guide children in underlining each verb, naming the subject, and telling whether the subject is singular or plural, (am, I, singular; are, Bees, plural; is, The bee, singular)