Monday 4th April

Vocabulary r-Controlled Vowel ox I or, ore, our 1. 2. 3. 4. 5. 6.

Everyday planning First level Primary Monday 4th to 8st April

Read the Spelling Words aloud with children. Say the words story, fort, and torch. Have children say the words. Then explain that story, fort, and torch have the /or/ sound. Write the words on the board. Point to the letters or, and explain that they can stand for the /or/ sound in story. 7. Repeat the procedure for /or/ spelled ore using tore, chore, and bore and /or/ spelled our using courts, yours, and fourth. 8. Write these sentences on the board: Amy was bored at the store. 9. There were four dogs on the porch. 10. Read each sentence with children. 11. Ask volunteers to underline the words with the /or/ sound, (bored, store, four, porch) Then have partners create sentences that use store and four. 12. Have partners write their sentences on the board, and ask the group to read the sentences aloud. 13. Invite individuals to circle the Spelling Words and underline the letters that stand for /or/. Comprehension Plot 1. Have children look at side A of Skill Card 25. 2. Read the Skill Reminder and story aloud as children follow along. 3. Guide children in copying the plot chart and completing it with the elements of plot. 4. Beginning: Darreil doesn't want to go outside because he's sad about Kenny; 5. Middle: Darrell's dad says there is a surprise in the garden. 6. They see a tall sunflower; 7. End: Darrell's dad says they can send the sunflower seeds to Kenny and visit when the sunflowers are tall; 8. Solution: Darrell's dad says they can send the sunflower seeds to Kenny and visit when his sunflowers are tall.

Grammar Subject-Verb Agreement 1. 2. 3. 4. 5. Review subject-verb agreement. Discuss these points: The naming part of a sentence must match the verb. Add -s to most verbs when the naming part tells about one. Do not add -s when the naming part tells about more than one. Do not add -s to a verb when the naming part is I or you. 6. Write the following incomplete sentences and verb choices on the board:

7.
8. Guide children to tell which form of the verb they should use in each sentence, (feed, drives, win, put) 9. Have volunteers write the correct verbs in the blanks on the board.

Tuesday 5th April

Vocabulary Vowel Variant /oo/oo, ew, ue, ui, ou 1. Say the words tool, moon, and raccoon. 2. Have children say the words. 3. Explain that the words tool, moon, and raccoon have the /oo/ sound. 4. Write the words on the board. 5. Point to the letters oo, and explain that they can stand for the /oo/ sound in mood. 6. Have children repeat the words several times. 7. Repeat the procedure for words with /oo/ spelled ew using few, knew, drew; for words with /oo/ spelled ue using clue, sue, and glue-, for words with /oo/ spelled ul using juicy, suits, and fruits; and for words with /oo/ spelled ou using soup and groups. 8. Write these sentences on the board:

9. Comprehension Compare and Contrast 1. Distribute Copying Master 99, and have children listen as you read the explanation of compare and contrast. 2. Read aloud the stories as children follow along. 3. Have children complete the Venn diagram on their own. 4. When children are finished, call on volunteers to share their responses. Grammar Past-Tense Verbs 1. Review with children what they have learned about past-tense verbs. 2. Discuss these points: Some verbs tell about actions that happened in the past. 3. Many past-tense verbs are formed by adding -ed. 4. Verbs that end in silent e can tell about the past by adding -d. 5. Write the following verbs on the board: 6. Have volunteers tell whether -ed or -d should be added to each verb so it tells about an action in the past, (talk: ed, stare: d, weed: ed, wave: d) 7. Write the following incomplete sentences on the board:

Wednesday 6th April

Vocabulary r-Controlled Vowel /or/air, are 1. 2. 3. 4. 5. 6. Read through the Spelling Words several times with children. Say the words chair, hair, and lair. Have children say the words. Then explain that the words chair, hair, and lair have the /ar/ sound. Write chair, hair, and lair on the board. Point to the letters air, and remind children that they can stand for the /ar/ sound in chair. 7. Have children repeat the words several times. 8. Repeat the procedure for words with /ar/ spelled are using dare, hare, and mare. 9. Write these sentences on the board:

10. Comprehension Use Graphic Aids 1. 2. 3. 4. Book 1. Answer the pages 81-82 from reteaching book Have children look at side B of Skill Card 25. Read the Skill Reminder aloud. Then read the paragraph and the captions of the diagram as children Guide children in answering the questions about the diagram. in the dirt, 2. thin, 3. the stem, 4. the flower)

Thursday 7th April

Vocabulary Cumulative Review 2. Have children number a sheet of paper 1-10. 3. I Tell children that you will dictate the Spelling Words.

4. 5. Have children turn to Practice Book page 102. 6. Read the sentences with children. 7. After children have followed the instructions, discuss their responses. 8. Give pairs of children a set of Vocabulary Word Cards and six blank index cards. 9. Have them write one Vocabulary Word definition on each index card. 10. Then have them randomly spread the word cards and definition cards face down on a table or the floor. 11. Ask them to take turns turning up two cards at a time to match the words with their definitions. Comprehension Use Graphic Aids 1. Review with children how readers can use pictures or other graphic aids to understand what theyare reading. (The pictures con give information about the plot or main idea in the writing.) 2. Have children look back at and review the pictures from "Way to Grow!" in Balancing Act. 3. Discuss how the pictures help them understand the play. 4. Ask children to state what they learn about the characters from the pictures on pages 256-257 of "Way to Grow!" (Possible response: The reporters are hurrying after the farmers, who are showing them their goats, apple trees, and crops. 5. I can tell that the farmers look happy and busy and that the reporters are rushing to keep up.) Dictation: 1. Apply the spelling of the words of the week, homework will be to repeat the mistakes Book 1. Answer the pages 83-85 from reteaching book

Friday 8th April.

Vocabulary Vocabulary 1. Tell children that they are going to learn six new words that they will see again when they read "Good Cooking." Distribute a set of Vocabulary Word Cards to each child. 2. Hold up the word card for the first Vocabulary Word, and ask a volunteer to read the word aloud. 3. Have children repeat the word and hold up the matching card. 4. Give the explanation for the word. 5. Then ask children the first question below, and discuss their responses. 6. Continue with the remaining questions. 1. What word means the same as gently? 2. What does it mean if I say I like my pasta smothered with cheese? 3. If I replied to a question, did I ask the question or answer it? 4. What word means the same as p/eaded? 5. Why are flowers fragrant and garbage is not? If I said "Hi!" to you and you grunted, how might you be feeling? Comprehension Cause and Effect 1. Tell children that looking for cause and effect can help them better understand a story. 2. Explain that a cause is why something happens; an effect is what happens. 3. Ask children to look back at "Way to Grow!" in Balancing Act. 4. Point out that on page 254, Farmer Snow says that farmers have to work quickly. 5. Later on, the reporters learn that farmers must work quickly because they have a lot to accomplish. 6. Having a lot to do causes the farmers to work quickly. Working quickly is the effect. 7. A lot of work to do is the cause.

Grammar Introduce Irregular Verbs 1. Write these sentences on the board: Dad has bags of food. Mom had garlic. Do you have ajacket? 2. Read aloud the sentences, and identify each verb (have, had, have). 3. Explain that has and have are in the present tense. 4. They tell what is happening now. 5. The verb had is in the past tense.

6. It tells what happened in the past. 7. Point out that has is used with singular nouns and the pronouns he, she, and it. 8. Have is used with plural nouns and the pronouns/, you, we, and they. 9. Had is used with all nouns and pronouns. 10. Write the following sentences on the board:

11. 12. Work with children to identify each verb and its tense, (had, past tense; has, present tense; have, present tense)