planes primaria 9-13 mayo

7/30/2019 Planes Primaria 9-13 Mayo

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Everyday planningFirst level Primary

Monday 9th to 13th May

Monday 9th May

Vocabulary

Vowel Variant //a(l), ough1. Distribute Copying Master 110.2. Read aloud the Spelling Words, and have children read them.3. Point out that the words are spelled with alor 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'ssentences.

7. Children should give themselves one point for each correctly spelled word.ComprehensionMake Inferences

1. Have children look at side A ofSkill 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 ofSkill 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 tolive; 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 funplaying with the ball.)

Grammar

Have, has, had as Helping VerbsRemind children that has, have, and hadare 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 followingsentences on the board:

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


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Tuesday 10th May

VocabularyPhonograms -alk, -all, -ought

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: 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)

ComprehensionBuild Background: "Dig for the Old"

1. Ask children to think of a time when they were outside playingthey mighthave 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 knowwhat it was? What did you do with it? Discuss children's responses.

3. Monitor Comprehension: "Dig for the Old" Direct attention to the first pageof 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 befound under the ground.

Grammar

Use Helping VerbsWrite 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 completedthe sentences.


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Wednesday 11th May

Vocabulary1. 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 wefind these things, they are clues that tell us something about the peoplethat lived long ago.

5. Let's reread the next two pages to remember more about how cluesare found.Summary: Men and women who dig to study the past find things that tellabout the people who used them. These diggers map where they find

things and number each item found because this gives them importantinformation.

6. Finally, let's reread pages 286-288 to recall what happens to theold things after they have been dug up.

Summary: The diggers clean the items they find and then study andcompare 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


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Thursday 12th May

VocabularyVowel Variant /o/a(l), ough

7. Have children number a sheet of paper 1-9.8. Write the word ballon the board, and underline the vowel variant al.9. Tell children that you will dictate nine words that have the /0/ sound

spelled alor 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 detailsin a story to make inferences.

2. Point out that readers make inferences to figure out things that the authordoes not state directly.

3. Draw a chart like the one on page 335 on the board.4. Revisit "Dig for the Old" in Balancing Actwith children, and help them use

the given story details and what they know to make inferences to add tothe chart, (p. 283: Know: Native Americans used bows and arrows to huntfor food.

5. Inference: The arrow points might be those used by Native Americans longago. 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 tofind each thing. Inference: Some digs might last for years because the soil

is hard and many objects are being found, p. 285: Know: People numberthings 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 themand to know how many things they have found.)

Dictation:

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

Book

1. Answer the pages 99 - 100 from reteaching book


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