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Everyday planningFirst level secondary

Monday 21st to 25th February

Monday 24th February

Vocabulary

Write these words on the board: knife, knot, know.

Have children say each word after you.Say: The words knife, knot, and knowall begin with the /n/ sound.Point to the letters kn in knife, and say: The letters kn can stand for the /n/

sound at the beginning ofknife. The letter kis silent.

Write wrong, wreck, and wrap on the board.Point to each word, and have children say it after you.

Say: The words wrong, wreck, and wrap all begin with the /r/ sound.Point to the letters wr in wrong, and say: The letters wr can stand for the /r/

sound at the beginning ofwrong. The letter wis silent.

Comprehension

Setting:

Have children look at side A ofSkill Card 16: Setting. Read aloud the definitionas children follow along. Then use the chart to show how to find setting clues in

the story. The students copy and fill the chart.

when where

GrammarIdentify Adjectives:

Write these phrases on the board

a blue phone a huge car a short list a round table

Have children read aloud the phrases. Explain that each phrase has an adjective.

Remind children that an adjective can describe color, size, or shape. Ask children

to identify each adjective and tell whether it describes the noun's color, size, orshape, {blue, color; huge, size; short, size; round, shape)Copy and answer.

Following phrases have some error. Write them correctly1. They have two blues cars.

2. The car small is in the garage.3. Are John and Elizabeth having lunch in an restaurant expensive?

4. Pat is listening to bads news on the radio.5. I sent my brother somes magazines.


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Tuesday 25th January

VocabularyPhonograms -ap, -ing, -ot, -ife, -ough, -one

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: slap, wrap, wring, sting, knot, spot, life, knife, tough, rough,phone, stone.

Comprehension

Ask children to think about puppies they know or have read about. Encouragechildren to talk about the kinds of mischief puppies can get into.

Talk about how different people act when they see what the puppies have done.Ask children what they would do if a puppy stepped into something messy and

tracked that mess all around.

Starts reading support us from teachers guide.

Grammar

Review that adjectives can describe color, size, and shape. Write and read aloud

these sentences:

Explain to children that they can tell more about the nouns in these sentences by

adding adjectives. Underline the word paint. Ask: What word can we add todescribe the color of the paint? (Possible responses: red,brown) Then rewrite the

sentence by adding a color adjective in front ofpaint. Continue in the same wayto find an adjective describing the size of the mess. (Possible response: big)


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Wednesday 26th January

Vocabulary

Digraphs /f/gh, ph

Say the words lough, tough, graph, and phone. Have children say the words.Say: The words laugh, tough, graph, and phone all have the /f/ sound.

Have children say /f/ several times.Point to the letters gh in laugh and tough. Say: The letters gh can stand for the

/f/ sound at the end of laugh and tough.Touch the letters several times, and have children say /f/ each time.Point to the letters ph in graph and phone, and say: The letters ph can stand forthe /f/ sound at the beginning of phone and at the end of graph.

Touch the letters several times, and have children say /f/ each time.

Comprehension

Reread and Summarize: "The Art Hound"Have children reread and summarize "The Art Hound" in sections, as described

below.

Let's reread pages 162-163 to recall why June and Duke couldn't go out to playand what June does instead.

Now let's reread pages 164-165 to remind us what happens while June is out and

when she gets home.

Last, let's reread pages 166-168 to see how June solves her problem.

Grammar

For past actions. Indicate the time period during which they developed andcompleted an action already completed. Usual it is accompanied by an adverb of

time. Copy and answer.

Conjugate de next verb.

I played

You ___________

He ___________We ___________

You ___________

They ___________

Yo juguT jugaste

l jugNosotros jugamosVosotros jugasteisEllos jugaron

BookAnswer the pages 43-44 from reteaching book


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Thursday 27th January

Vocabulary

Digraphs /n/kn; /r/wr; /f/gh, ph Have children number a sheet | gg | of paper 1-

9. Write the Spelling Word knife on the board, and point to the digraph kn.Tell children that the first five words you dictate will have the letter pair kn or wr.

Write the digraphs kn and wr on the board.

Have volunteers identify the silent letter in each. (k, w)Then write the digraphs gh and ph on the board. Tell children that the last fourwords will have these letter pairs pronounced /f/.

Have children turn to page 66 in their Practice Books. Guide them to complete

the page, and discuss their responses as a group.

Comprehension

Remind children that the setting is important because it affects what thecharacters do.

Revisit the story "The Art Hound" in Balancing Act, and use information from the

story to find clues about the setting. Ask:When does the story take place? (on a rainy day)

Where does the story take place? (in June's house)What happens because It is a rainy day? (Duke and June stay inside; Val and

June make art.)

Then ask: How would the story change if the setting changed to a sunny day?

Dictation:

Apply the spelling of the words of the week, homework will be to repeat themistakes

GrammarCopy and answer.Complete the sentences passed by writing the appropriate time

1. He his motorbike when he suddenly felt ill. (ride)

2. We the television when it suddenly stopped working. (watch)3. When the ambulance came they him inside. (put)

4. I to the radio when the phone rang. (listen)

5. When I arrived, they hello but continued studying. (say)


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Friday 28th January

Vocabulary

Short Vowel /e/ea Say the word heavy, and have children repeat it.

Repeat with the words meant and health.Say: The words heavy, meant, and health have the /e/ sound in the middle.

Have children say /e/ several times. Then read aloud a list of words, such asready, gate, bread, eat, head, wait, rough, and sweat.

Ask children to nod their heads when they hear a word with /e/ in the middle.Write the word heavy on the board as you say it aloud.Have children read the word with you. Then ask them to read it on their own.Repeat the procedure with meant, health, bread, head, and sweat.

Comprehension

Tell children that the setting is where and when a story takes place. Knowing the

setting helps readers understand what happens to the characters.Explain that children can look for clues about the time of day and the location of

events to figure out a story's setting.

Ask children to look back at "The Art Hound" in Balancing Act.Then ask: What did you learn about the setting on pages 162-163?

PretestThe words of the next week students will be dictating and homework will be

repeating mistakes

GrammarCopy and answer.

To exercise the Past Simple, I suggest you put the correct form of the verb inbrackets in the following sentences

1. Charles (water) .................... the garden the last weekend.

2. The children (watch) .................... TV the whole day yesterday.3. Susan (leave) .................... the house early at night.

4. The burglars (break) .................... the window with a hammer.

5. Clara (make) .................... a beautiful dress for her sister.6. The students (know) .................... all the answers of the exam.7. W. Shakespeare (write) .................... several novels.

8. We (stay) .................... at home because the weather was bad.9. I (invite) .................... Thomas and his wife to my wedding.

10.My mother (suggest) .................. going to the cinema.

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