planes primaria 23-27 mayo

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Everyday planningFirst level Primary

Monday 23th to 27th May

Monday 23th May

Vocabulary

Vowel Variant /o/aw, ou(gh)1. Say the words claw, paw, and lawn.2. Have children say the words. Then remind children that the words claw,

paw, and lawn have the /0/ sound.3. Write claw, paw, and lawn on the board.4. Circle the letters aw, and remind children that they can stand for the /o/

sound in claw. Have children repeat the words several times.

5. Repeat the procedure for words with /0/ spelled au(gh) using fault, haul,and caught.

6. Write these sentences on the board:

7.8. Read each sentence aloud with children.9. Ask volunteers to read each sentence and underline the words with awor

au(gh). [paw, caught, lawn, Draw, claw)10. Then have children work with partners to come up with sentences

that use the Spelling Words drawand caught.

11. Have partners write their sentences on the board.

Comprehension

Cause and Effect

1. Have children look at side A ofSkill Card 30.2. Read the Skill Reminder and story aloud as children follow along.3. Ask questions related to events that caused other events to happen, and

encourage children to look for clue words.

4. Guide children in copying the chart and completing it with causes and theireffects. Then ask children to share their responses.

5. (Causes: Janice lost her camera; Janice went to a lot of places; she wantsto remember where her camera might be. Effects: Janice is sad; it is hard

for her to remember all the places; she writes a list of all the places shehad been that morning.)


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Grammar

More Irregular Verbs1. Review the following rules with children: The verbs come and comes tell

about now.2. Add -s to come when the naming part of the sentence is he, she, it, or a

noun that names one.

3. The verb came tells about the past. Follow a similar procedure for the verbsrun, give, go, do, and see.

4. Write the following incomplete sentences on the board:

5.6. Work with children to choose the correct verb in parentheses, (go, sees,

run, gives) Then have volunteers write the correct verbs in the blanks onthe board.


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Tuesday 24th May

VocabularyVowel Variant /o/a(l), ough

1. Say the words ball, chalk, and small.2. Have children say the words. Review with children that the words ball,

chalk, and smallhave the /o/ sound.

3. Write ball, chalk, and smallon the board.4. Point to the letters al, and explain that the letter a followed by / can stand

for the /o/ sound in ball. Have children repeat the words several times.5. Repeat the procedure for words with /o/ spelled ough using boughtand

thought.6. Write these sentences on the board:

7.8. Read each sentence aloud with children.9. Ask volunteers to read each sentence and underline the words with alor

ough. (bought, small, balls, thought, talk) Then have children work withpartners to create sentences that use the Spelling Words fought, chalk, and

all.10. Have partners write their sentences on the board. Ask the group to

read the sentences aloud.11. Invite individuals to circle the Spelling Words.

Comprehension

Monitor Comprehension: "The San Francisco File"

1.Read the title aloud. Point out the Cast of Characters on page 302.2. Read each character's name, and point to the family in the pictures.

3. Discuss the setting. Then have children read pages 302-303 to find outwhat is going on.

4. After reading page 302, ask: What is the family doing? (The family istalking about a trip to San Francisco.) Retell

5. Discuss the Stop and Think question on page 302: Why does Grace6. get to record the trip? (Grace gets to record the trip because she chose

San Francisco as a place to visit.) Guide children in writing the answer tothis question.

7. As I read, I look for clue words that signal causes and their effects. Theword since in the second sentence on page 302 is a clue that one eventcaused another to happen.

8. Discuss the Stop and Think question on page 303: What do you think thecharacters will talk about next? (Possible response: I think the characters

will talk about sights they visited.)9. Guide children in writing the answer to this question.10. Make Predictions

Grammar

No theme today


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Wednesday 25th May

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

1. Say the words breaks and greatest.2. Have children say the words.3. Then explain that the words breaks and greatesthave the /a/ sound.4. Write breaks and greateston the board.5. Point to the letters ea, and remind children that they can stand for the /a/

sound in breaks. Have children repeat the words several times.6. Repeat the procedure for words with /a/ spelled ei(gh) using sleigh, eight,

and weigh; and for words with /a/spelled eyusing obey, they, and prey.7. Write these sentences on the board:

8.9. Read each sentence aloud with children.10. Ask volunteers to read each sentence and underline the words with

ea, eigh, or ey. (neighbors, steak, They, great)

11. Then have children work with partners to create sentences that usethe Spelling Words neighborand great.

12. Have partners write their sentences on the board. Ask the group toread the sentences aloud. Invite individuals to circle the Spelling Words.

Comprehension

Multiple-Meaning Words1. Distribute Copying Master 120.2. Have children listen as you read and discuss the explanation and example

at the top of the page.

3. Have children complete the activity on their own.4. When they are finished, invite them to take turns sharing their responses.5. Guide children in completing the chart to make inferences about the story.6. You might want to provide the story details and work with children to

identify what they know and to make inferences. (Possible responses:Story Detail: The narrator wants to visit his cousin.

7. What I Know: People want to visit people they like or care about.8. Inference: The narrator likes and cares about his cousin.9. Story Detail: They make plans to go camping.10. What I Know: People who go camping like the outdoors.11. Inference: The narrator and his cousin like the outdoors.12. Story Detail: The narrator is saving up money to buy a fishing rod.13. What I Know: People save up money for things that are important to

them. Inference:14. Having a fishing rod is important to the narrator.)


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Thursday 26th May

VocabularyCumulative Review

1. Have children number a sheet of paper 1-10.2. Tell children that you will dictate the Spelling Words.

3.4. Have children turn to Practice Bookpage 122.5. After children have followed the instructions, discuss their responses.

Comprehension

Make Inferences

1. Remind children that when they use they know to figure things out in astory, they are making inferences.

2. Have children turn to "The San Francisco File" in Balancing Act.3. Discuss what they figured out for themselves about the characters and the

setting.

4. Draw this chart on the board:

5.6. Work together with children to make an inference about the family in the

play visiting San Francisco tourist spots. (What I Know: San Francisco is a

real city. Inference: The events in this story could happen in real life.)

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

mistakesBook

1. Answer the pages from reteaching book


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Friday 27th May.

VocabularyCumulative Review

1. Remind children that:2. The letters oo and ou can stand for the /do/ sound in tookand should.3. The letters awand au(gh) can stand for the /0/ sound in drawand caught.4. The letters a(l) and ough can stand for the /o/ sound in alland chalk.5. The letters ea, el(gh), and ey can stand for the /a/ sound in great,

neighbor, and obey.

6. Write the following words on the board, and read them aloud with children:

7.8. Then erase the vowels, and have volunteers add them back in.9. Have children read the words aloud again.

Comprehension

Cause and Effect, Make Inferences

1. Review with children that a cause is the reason something happens andwhat happens is called the effect.

2. Also review that good readers use what they read and what they know tomake inferences as they read.

3. Have children review "The San Francisco File" in Balancing Act.4. Work with children to find additional examples of causes and effects in the

play. (Possible responses: Dod likes art, so the family goes to twomuseums. Dad wants Mom to buy a dress to remember the trip, but Mom

says no because the prices are too high.)5. Then direct children's attention to page 305 and reread the text together.6. Prompt children to make an inference by asking: Why do you think there

was a long delay to ride the cable cars? (Possible response: Riding thecable cars is fun, so everyone wants to do it.)

Grammar

Cumulative Review

1. Review what children have learned about irregular verbs, helping verbs,and contractions.


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2. Write the following sentences on the board:

3.4. Work with children to select the correct verb in parentheses, (have, was,

have)

5. Then have children use a separate sheet of paper and rewrite thesentences using contractions.

6. Have children trade papers with a partner to check each other's work. (Ihaven't been to San Francisco. My favorite trip wasn't to Chicago. Betty

and Lee haven't read the guidebook yet.)

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