Monday 9th May

Everyday planning First level Primary Monday 9th to 13th May

Vocabulary Vowel Variant //a(l), ough 1. Distribute Copying Master 110. 2. Read aloud the Spelling Words, and have children read them. 3. Point out that the words are spelled with al or ough. 4. Have children work in pairs. 5. Each child 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's sentences. 7. Children should give themselves one point for each correctly spelled word. Comprehension Make Inferences 1. Have children look at side A of Skill Card 28: Make Inferences. 2. Read the explanation of how to make inferences. 3. Then read the story aloud as children follow along. Ask questions related to the chart. 4. Have children look at side B of Skill Card 28: Make Inferences. 5. Read the Skill Reminder and story aloud. 6. Have children copy the chart, and guide them in completing it with story clues, information they know, and inferences. (Possible responses: What I Know: Most people like to help others; People and animals need water to live; I like to play and have fun. My Inference: Pam enjoys helping Mrs. Hall after school; Pam knows that if the gerbils run out of water overnight, they could get thirsty and maybe sick; Rusty and Zippo were having fun playing with the ball.) Grammar Have, has, had as Helping Verbs Remind children that has, have, and had are helping verbs that are used with main verbs to tell about something that took place in the past. Tell children that has is used to tell about one, have is used to tell about/or more than one, and had tells about one or more than one. Write the following sentences on the board:

Ask children to identify the helping verb and main verb in each, {has, bought; have, talked; had, thought)

Tuesday 10th May

Vocabulary Phonograms -alk, -all, -ought 1. Write the following phonograms on the board:

2. 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: stalk, walk, tall, fall, sought, bought. Read the words aloud together. 7. Work with children to brainstorm other words that use the same phonograms, {talk, chalk, ball, small, all, stall, thought, fought) 3. 4. 5. 6. Comprehension Build Background: "Dig for the Old" 1. Ask children to think of a time when they were outside playingthey might have been digging in the dirt or just playing on the ground. 2. Ask: Did you ever find anything old? What did you find? How did you know what it was? What did you do with it? Discuss children's responses. 3. Monitor Comprehension: "Dig for the Old" Direct attention to the first page of the story, and have a volunteer read the title aloud. 4. Then have children read pages 282-283 to find out more about what can be found under the ground. Grammar Use Helping Verbs Write these sentences on the board:

Read the sentences aloud with children. Ask volunteers to circle the helping verb in each sentence, (have, have, has, had) Then have volunteers underline the main verb in each sentence, (won, lost, found, drawn) Have children turn to page 112 in their Practice Books. Read the first sentence together. Guide children in choosing the correct helping verb to complete the sentence. Then have children finish the page independently. Discuss how they completed the sentences.

Wednesday 11th May

Vocabulary 1. Review with children the Vocabulary Words and their meanings. 2. Distribute Vocabulary Word Cards and blank index cards. 3. Ask children to write the meanings of the Vocabulary Words on the index cards. 4. Then collect the index cards, mix them with the Vocabulary Word Cards, and distribute the cards so each child has at least one card. 5. Have children talk to each other to locate their matching cards. 6. After all the cards are matched, ask children to write sentences that use their Vocabulary Words and share them with the group.

Comprehension Multiple-Meaning Words 1. Read the directions, and have children complete the activity on their own. 2. When they have finished, ask children to share their words and meanings. 3. Reread and Summarize: "Dig for the Old" Have children reread and summarize "Dig for the Old" in sections, as described below. 4. Let's reread pages 282-283 to remember how the selection begins. Summary: Human beings have lived in many places for a long time. They have left behind things, such as coins, toys, and arrow points. When we find these things, they are clues that tell us something about the people that lived long ago. 5. Let's reread the next two pages to remember more about how clues are found. Summary: Men and women who dig to study the past find things that tell about the people who used them. These diggers map where they find things and number each item found because this gives them important information. 6. Finally, let's reread pages 286-288 to recall what happens to the old things after they have been dug up. Summary: The diggers clean the items they find and then study and compare them. This helps them learn more about the objects and the people who used them. Everyone can see and study collections of old objects in a museum. RETEACH Book 1. Answer the pages 97-98 from reteaching book

Thursday 12th May

Vocabulary Vowel Variant /o/a(l), ough 7. Have children number a sheet of paper 1-9. 8. Write the word ball on the board, and underline the vowel variant al. 9. Tell children that you will dictate nine words that have the /0/ sound spelled al or ough. 10. Remind them that in /o/ words spelled with al, the I is silent, and in /0/ words spelled with ough, the gh is silent.

11. 12. Have children turn to page 114 in their Practice Books. 13. Read aloud the instructions at the top of the page. Help children complete the page on their own. Comprehension Make Inferences 1. Review with children that readers use what they already know and details in a story to make inferences. 2. Point out that readers make inferences to figure out things that the author does not state directly. 3. Draw a chart like the one on page 335 on the board. 4. Revisit "Dig for the Old" in Balancing Act with children, and help them use the given story details and what they know to make inferences to add to the chart, (p. 283: Know: Native Americans used bows and arrows to hunt for food. 5. Inference: The arrow points might be those used by Native Americans long ago. p. 284: Know: Digging in hard soil takes a lot of time. 6. If there are many things hidden in the soil, the diggers must work slowly to find each thing. Inference: Some digs might last for years because the soil is hard and many objects are being found, p. 285: Know: People number things to keep track of them or to know how many things they have. Inference: The diggers number the things they find to keep track of them and to know how many things they have found.) Dictation: 1. Apply the spelling of the words of the week, homework will be to repeat the mistakes Book 1. Answer the pages 99 - 100 from reteaching book

Friday 13th May.

Vocabulary Long Vowel /a/ea, ei(gh), ey 1. Say the word sleigh. Have children say sleigh. Say: The word sleigh ends with the /a/ sound. 2. Have children say /a/. Say steak and eight. 3. Have children say the words after you. 4. Say: The /a/ sound also comes in the middle of words like steak and at the beginning of words like eight. 5. Write break, eight, and obey on the board. Point to the letters ea in break, and say: The letters ea can stand for the /a/ sound. 6. Touch the letters ea several times, and have children say /a/ each time. 7. Adapt the process for the letters ei(gh) using eight and for the letters ey using obey. 8. Write the words they, steak, and weigh on the board. 9. Read each word aloud, and have children repeat it. 10. Then have children read the words several times Comprehension Make Inferences 1. Explain that good readers pay attention to story events and what characters say and do. 2. Point out that using story details and what they already know about real life helps readers understand characters and story events. 3. Have children read page 285 of "Dig for the Old" in Balancing Act. 4. Guide them to identify details from the story and things they know to make an inference about why diggers make maps. (Story details: Diggers find many things and record where they find them on a map. 5. Real-life information: Maps help us locate places. Inference: Diggers use a map so they can go back to where they found what they dug up.) Grammar Introduce Contractions 1. Tell children that a contraction Is a short way to write one or two words. 2. Explain that to form a contraction, you leave out one or more letters from the words and write an apostrophe in place of the missing letters. 3. On the board, write: You don't have tojoin a dig to study old times. 4. Read aloud the sentence, and underline don't. 5. Point out the apostrophe. 6. Explain that the contraction don't is a short way to write do not. 7. The apostrophe in don't takes the place of the o In not. 8. Write the following sentences on the board: I can't find my map! Jess hadn't seen my map. I couldn't find the rocks. I need a map so I won't get lost. Read the first sentence aloud, and point out the contraction can't.