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Everyday planningFirst level Primary

Monday 16th to 20th May

Monday 16th May

Vocabulary

Long Vowel //ea, ei(gh), ey1. Distribute Copying Master IIH.2. Read aloud the Spelling Words with children several times.3. Use the instruction to review the different spellings of the /a/ sound.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'ssentences. Students should give themselves one point for each correctly

spelled word.Comprehension

Make Inferences1. Have children look at side A ofSkill Card 29: Make Inferences.2. Read the definition.3. Then read the folktale aloud as children follow along.4. Ask questions related to the chart.5. Have children look at side B ofSkill Card 29: Make Inferences.6. Read the Skill Reminder aloud. Then read the folktale as children follow

along.

7. Guide children in copying and completing the chart. (Story Details:Hummingbird was faster than Heron, but she sipped nectar and slept.

Heron kept flying and won the race. What I Know: To win, you must tryhard all the time. Inference: Hummingbird would have won if she'd tried allthe time.)

Grammar

Make ContractionsRemind children that contractions are a short way to write two words.

Explain that to write a contraction, we write an apostrophe in place of themissing letter or letters.

Write these words on the board, and explain that each pair of words can bewritten as a contraction:

Read the words aloud, and then write the contraction for each pair. (didn't,

haven't, isn't, won't, can't) Point to each set of words, and have children read

aloud the words and the contraction made from them.


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Tuesday 17th May

VocabularyPhonograms -eak, -eigh, -eight, -ey

1. Write the following phonograms on the board:

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.6. Then ask volunteers to write the phonogram after each letter or pair of

letters to form these words: break, steak, weigh, sleigh, weight, freight,

hey, obey. Read the words aloud together.7. Work with children to brainstorm other words that use the same

phonograms, (neigh, eight, whey, they, prey)ComprehensionBuild Background: "Dog Asks the Sun"

1. Ask children what it means to be rude. Discuss the kinds of behaviors thatare rude. Ask children how people learn to act in a polite way. Discuss whyit is important to act nicely and not rudely.

2. Monitor Comprehension: "Dog Asks the Sun"Direct attention to the first page of the story, and have a volunteer read

the title aloud. Then have children read pages 292-293 to find out whomthe story is about and what the characters are doing.

3. After reading page 292, ask: Why does Dog pull the shawl up overhim? (He is cold.) Synthesize

4. Discuss the Stop and Think question on page 292: Where does the storytake place? (The story takes place outside.) Guide children in writing theanswer to this question. Setting

5. Focus on how Dog speaks to Sun. After reading page 293, model how tomake inferences about the story.

GrammarNo theme today


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Wednesday 18th May

Vocabulary1. Distribute to each pair of children a set of Vocabulary Word Cards and six

index cards.

2. Have children work together to write a meaning or draw a picture thatshows the meaning of each Vocabulary Word.

3. Then have children place the index cards and the Vocabulary Word Cardsface down and mix them up.

4. Then tell children to play a matching game.5. Partners take turns turning over an index card and a Vocabulary Word

Card.6. If the Vocabulary Word matches the meaning on the index card, the player

keeps that pair of cards.

7. Play continues until children have matched all of the cards.

Comprehension

Multiple-Meaning Words1. Distribute Copying Master 115, and have children listen as you read the

explanation of multiple-meaning words at the top of the page.

2. Read the directions, and have children complete the activity on their own.3. Then ask volunteers to read the definition that matches each sentence.4. Reread and Summarize: "Dog Asks the Sun" Have children reread and

summarize "Dog Asks the Sun" in sections, as described below.5. Let's read pages 292-293 to recall what Dog tells Sun.

Summary: Dog is cold when he wakes up, so he tells Sun to make him

warm as quickly as he can.6. Let's read pages 294-295 to recall what Sun does to Dog.

Summary: Sun makes Dog's straw bed hot. Dog runs to Creek to cool off.Dog tells Creek to rise up to him because Dog is lazy.

7. Let's read pages 296-298 to find out how the story ends.Summary: Creek rises so high that Dog must crawl up a tree. Dog is sorry

that he was rude and lazy. Creek's waters go down, and Sun dries his fur.

RETEACHBook

1. Answer the pages 102-103 from reteaching book


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Thursday 19th May

VocabularyLong Vowel /a/ea, ei(gh), ey

1. Have children number a sheet of paper 1-9.2. Write the Spelling Word sleigh on the board, and read the word aloud.3. Point to the letters eigh. Tell children that the words you dictate will have

the /a/ sound as in sleigh spelled ea, ei(gh) or ey.

4.5. Have children turn to Practice Bookpage 118.6. Read aloud the story at the top of the page as children follow along.7. Have children complete the page

Comprehension

Make Inferences

1. Review that readers make inferences to "fill in the blanks" of informationthat authors don't include in the story.

2. To make an inference, readers use details about story events andcharacters as well as what they know about real life. Then revisit "Dog Asks

the Sun" in Balancing Act.3. Have children reread page 293 and use it to make an inference about why

Sun was surprised by what Dog said. Draw the following chart on theboard:

4.5. Ask children to copy the chart and complete it with information from the

story and what they know. (Story Details: Dog tells Sun to make himwarm. Sun is surprised and calls Dog scrawny. What I Know: Sun is much

bigger than Dog. Smaller and weaker people don't usually try to bossaround bigger and more powerful people. Inference: Sun is surprised

because he is big and powerful, and smaller and weaker people don't

usually try to boss him around.)

Dictation:1. Apply the spelling of the words of the week, homework will be to repeat the

mistakesBook

1. Answer the pages 99 - 100 from reteaching book


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Friday 20th May.

VocabularyVowel Variant /do/oo, ou

1. Distribute Copying Master 118. Read through the Spelling Words withchildren.

2. Say the words book, crook, and look.3. Have children say the words.4. Then remind children that book, crook, and lookhave the /oo/ sound.5. Write book, crook, and lookon the board. Circle the letters oo, and remind

children that they can stand for the /do/ sound in book.6. Have children repeat the words several times.7. Repeat the procedure for words with /do/ spelled ou using couldand would.8. Write these sentences on the board:

9.Comprehension

Cause and Effect1. Review with children that a cause is the reason something happens and

what happens is calledthe effect.

2. Sometimes writers use clue words such as because to help readers figureout cause-and-effect relationships.

3. Have children review "Dog Asks the Sun" in Balancing Act. Draw a cause-and-effect chart on the board. Work with children to add a cause and aneffect from page 292 in the story. (Possible response: Cause: Dog is cold;Effect: Dog asks Sun to warm him up.)

Grammar

Irregular Verbs

1. Review the verbs have, has, and hadusing these points: Have and has tellabout an action that is happening now.

2. Use have with I, you, we, they, and plural nouns.


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3. Use has with he, she, it, and singular nouns.4. Use hadwith all pronouns and nouns to tell about the past.5. Write the following sentences on the board: Dog has a cold bed. Sun had

already gone down. Sun and Creek have majestic powers.

6. Work with children to identify the verb and determine whether thesentence takes place in the present or past, {has, present; had, past;

have, present)

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