Samples of Weekly Lessons - DIPL · Identify adjectives in written text (word list) Word building...

Samples of Weekly Lessons

of the

Yellow Program

YYEELLLLOOWW PPRROOGGRRAAMM SSAAMMPPLLEE LLEESSSSOONN Most resources can be found on the Resources CD and Auditory CD, with the Teacher's notes and explanations being in the Teacher's Reference Books and Answer Book. Only a few sheets for each week are in the Student Workbook. In addition, Coloured Display Cards have been provided for reinforcement in the classroom.

Because this Yellow Program covers 2 years of schooling, there are 2 units to sample:-

Unit 12 ... for the first year of the Yellow Program for the FOURTH year of school (Grade 3 or Year 3), probably in Term 4.

Unit 23 ... for the second year of the Yellow Program for the FIFTH year of school

(Grade 4 or Year 4), probably in Term 4. Each Unit covers 2 weeks of work.

This provides ample opportunity for consolidation of the students' understanding of the various concepts as well substantial practice in using these skills.

The Listening activities are included in the Activity Sheets with the teacher and the instructions are supplied on the Auditory CDs upon purchase of the program. The transcripts are also supplied in the notes for the Teacher found in the Teacher's Reference Books.

These transcripts have been supplied to use with this free trial of the Yellow Program.

A sample of the Homework Sheets for Units 12 and 23 with accompanying notes can be downloaded

by clicking on the Homework Sample button.

Doorway To Learning Pty Ltd

Week 12

The following pages are located (in the purchased DIPL program) in:-

• Teacher's Reference Books (19 pages) ... Weekly Summary Weekly Schedules (2 weeks) Introduction of Topics Sounds for Unit Spelling Rule 1 explanation Spelling Rule 2 explanation Spelling Rule 4 explanation Daily Word Study Notes Teacher's Notes (including Transcript for Auditory Activities) Outcomes and Indicators

• Answer Book ... answers to Activity, Spelling Sheets and Worksheet

• Classroom Display Card (4 cards) ... (Display cards for the terms, noun, adjective, past/present tense and conjunction have been provided in earlier weeks ... this week's work is consolidating these concepts.) Spelling Sounds Display Card

Spelling Rule 1 Display Card Double Vowel Table Narrative

• Children's Workbook (3 pages) ... Activity Sheet, Page 1 Activity Sheet, Page 2 Worksheet

• Resource CD (17 pages) ... All other games and activities to be re-produced for use in the classroom Week 23

The following pages are located in:-

• Teacher's Reference Books (14 pages) ... Weekly Summary Weekly Schedules (2 weeks) Introduction of Topics Sounds for Unit Spelling Rule 5 explanation Spelling Rule 4 explanation Daily Word Study Notes Teacher's Notes (including Transcript for Auditory Activities) Outcomes and Indicators

• Answer Book ... answers to Activity, Spelling Sheets and Worksheet

• Classroom Display Card (3 cards) ... (Display cards for the terms ... verb, comparing adjectives, adverb, use of a or an before a noun ... have been provided in earlier weeks. This week's work is consolidating these concepts.) Spelling Rule for oi/oy Display Card

Spelling Rule 5 Display Card Spelling Rule 4 Display Card

• Children's Workbook (3 pages) ... Activity Sheet Spelling Sheet

Worksheet

• Resource CD (7 pages) ... All other games and activities to be re-produced for use in the classroom


Yellow Program Unit 12

Sample Lesson

INDEX

for Pages from Yellow Sample Lesson

Unit 12 Page No.

of pdf Name of page Topic Where to find in purchased DIPL program

6 Weekly Summary Summary of activities and aims Teacher's Reference Books

7 Weekly Schedule (Week 1 and Week 2)

Plan showing activities in note form for teacher

Teacher's Reference Books

9 Introduction of Topics Explanation notes for teacher Teacher's Reference Books

11 Sound/s for Unit 12 Explanation notes for teacher Teacher's Reference Books

13 Coloured Display Card for Sound for Unit 12

Coloured card for classroom display

Instruction and Resource Kit

14 Coloured Display Card for Double Vowel Table

Coloured card for classroom display for reference to when

discussing sounds


15 Spelling Rule 1 (ext) explanation Explanation notes for teacher Teacher's Reference Books

16 Spelling Rule 1 (ext) Display Card Coloured card for classroom display




19 Instructions for contractions (from notes for Unit 11) Explanation notes for teacher Teacher's Reference

Books

20 Sound Processing Cards for contractions

Resource for understanding contractions Resource CD

24 Spelling Patterns Sheet Resource for reference to when discussing sound knowledge Resource CD

25 Daily Word Study (Week 1 and Week 2) Explanation notes for teacher Teacher's Reference

Books

27 Teacher's Notes for Activity Sheet, Pages 1 and 2 Explanation notes for teacher Teacher's Reference

Books

- Listening Activity Activities (on Activity Sheet Pages 1 and 2) Transcripts in teacher's notes Recorded on

Auditory CD or IWB

32 Written Expression Display Card (Narrative)

Resource for reference to when discussing narratives


33 Activity Sheet Page 1 Student activity with teacher direction Student Workbook

34 Activity Sheet Page 2 Student activity with teacher direction Student Workbook

35 Worksheet Student activity Student Workbook

36 Reading Story Sheet (and comprehension questions) Student activity Resource CD

37 Game ... Dominoes (with instructions) Student activity Resource CD

41 Revision Sheet of Unit 12 Student activity Resource CD

42 Outcomes and Indicators Aim of each activity Teacher's Reference Books


Early Yellow Program

UNIT 12 SUMMARY

INTRODUCTION of TOPICS A) Sound/s for Unit a) Long vowel sound for letter 'a' … ai a-e ay b) More contractions

B) Problem Words paid laid said C) Punctuation Rule/s Punctuation Rule Unit 6 D) Spelling Rule/s Rule 1 (extended for Unit 12) = base word + ending Rule 2 (extended for Unit 12) = -ll,-ff,-ss,-zz,-ck

(only after a short vowel) E) Grammar 1. Revision of adjective

2. Conjunction (but) to join sentences F) Word Knowledge Word building

ACTIVITY SHEET (to be worked with the teacher) Outcomes: TS2.1 TS2.2 TS2.3 TS2.4 RS2.5 RS2.6 RS2.7 RS2.8

WS2.9 WS2.10 WS2.11 WS2.13 WS2.14

Content: Listening skills:- Listen to a word containing a double vowel sound. Identify the double vowel sound. Identify where the double vowel sound is in the word. Identify the correct letters to write for the double vowel sound. Spell and write a word correctly. Identify the vowel sound in a word.

Identify if a vowel sound in a word is long or short. Change the vowel sound from long to short, or short to long Identify the correct letters to write for the double vowel sound. Spell and write a word correctly. Listen to a verbal instruction. Understand a verbal instruction. Follow a verbal instruction.

Identify differences between pictures Produce own text Formulate and write a sentence giving a description Practical spelling Join 2 sentences using the conjunction but Read and understand printed text Follow printed instructions Identify type of written text (narrative) Identify stages in a narrative Identify adjectives in written text (story) Identify contractions in written text Change a noun to an adjective by adding [y] Identify if a noun or an adjective is needed to complete a sentence Identify adjectives in written text (sentences) Comprehension (word meaning from context) Understand correct usage of contractions Use contractions correctly Spell contractions correctly (……n't, …..'s, …..'re) Recognize correct spelling Word building using the meaning of a suffix (-er = one who, ed/ing = tense) WORKSHEET

Outcomes: RS2.5 RS2.6 RS2.7 RS2.8 WS2.9 WS2.10 WS2.11 WS2.14

Content: Understand correct usage of contractions Use contractions correctly Spell contractions correctly (……n't, …..'s, …..'re) Practical spelling Comprehension (cloze in story) Make word families (rhyming) Identify adjectives in written text (word list) Word building (compound words) Read and understand printed text Identify stages in a narrative Identify adjectives in written text (story) Identify connectives in written text (story) Produce own text Join 2 sentences using the conjunction but or and Follow printed instructions

© Copyright 2011 Doorway To Learning Pty Ltd

Weekly Schedule Early Yellow Program

UNIT 12 Week 1Monday Tuesday Wednesday Thursday Friday

Introduction Revision of Topics Revision of Topics Revision of Topics Spelling Testof A) Sound/s for Unit A) Sound/s for Unit A) Sound/s for Unit Words

Topics B) Problem Words B) Problem Words B) Problem Words replay complaint drape A) Sound/s for Unit C) Punctuation Rule/s C) Punctuation Rule/s C) Punctuation Rule/s flake quaint spraying a) Long vowel sound for letter 'a' D) Spelling Rule/s D) Spelling Rule/s D) Spelling Rule/s trainer today played

ai a-e ay E) Grammar E) Grammar E) Grammar said stray contain b) More contractions (…'s, …'re) F) Word Knowledge F) Word Knowledge F) Word Knowledge

DAILY WORD STUDY DAILY WORD STUDY DAILY WORD STUDY Dictation Sentences B) Problem Words swaying faithful she's you're display praise scrape we're waist 1. Will James praise his faithful

paid laid Activity Sheet No. 12 Activity Sheet No. 12 (Page 2) Reading Sheet dog today ?said (whole class with Teacher) (whole class with Teacher) 1. Have the students read the story

C) Punctuation Rule/s Listening Skills: and answer the questions 2. I will explain where to go to play As for Unit 6 in complete sentences. the game on W ednesday .

(days of week are proper nouns) Mixed Activities ... # 2 Sound Awareness ... For the first question, model how to 1. Red circle around orientation of story. ... Double vowel sounds use words that are in the question 3. The girl with the thin waist must

D) Spelling Rule/s 2. Green line under resolution of story. 1. sway 2. sprain to use in their answer, if required. scrape the rust off the chain . Rule 1(ext Wk 12) = base word + 3. Blue circle around each conjunction. 3. exclaim 4. stray Then have the students complete ending (long / short vowel) 4. Underline sentence saying that Zap 5. trail 6. delay the other answers independently. Rule 2(ext Wk 12) = -ll, -ff, -ss, -zz, -ck has long legs, Zip has short legs ... 7. spray 8. braid only after short vowel with a yellow pencil. Record Results

Now, underline adjectives in next 2. Have the students list the main * Have the children mark their score for E) Grammar sentence saying same thing … # 3 Sound Awareness ... points in the story . spelling on the spelling graph provided. 1. Revision of adjective with a yellow pencil. ... Changing sounds The stories are small and have only * Have the children mark their score for 2. Conjunction (but) 5. Finish sentences for Faith and James. 1. stake ( to stack ) 2. bat ( to bait ) a few main points. It is a great way to punctuation on the punctuation to join sentences (Use a conjunction each time.) 3. rat ( to rate ) 4. tape ( to tape ) begin to develop this skill. graph provided.

6. Black box around each contraction. (6) 5. snack (t o snake ) 6. plane ( to plan ) Spelling ….. score out of 18 words F) Word Knowledge 7. maid ( to mad ) 8. pad ( to paid ) 3. The sentences may be used in a Punctuation ….. score out of 8

word building variety of ways.DAILY WORD STUDY a) Listen to students individually

complain they're replay read a couple of sentences Game/s (on Res CD)

Spelling List No. 12 while the others are working * Choose one or more games explain complain on the remainder of the sheet. from the bank of games supplied stayed display b) Read the sentences together as for the children to play in groups faithful replay a class, out loud. painter praise c) Pair the students, have them read * Use words and spelling rules stained scrape aloud to each other, taking turns. from the week's work. spray swaying d) Have the students mark the words brake waist in the sentences that may apply * A word bank for each Unit has became shave to the grammar concepts in the unit. been supplied. Wednesday e) Have the students mark the words

Problem Words in the sentences that may apply * Take this opportunity to mark paid laid said to the spelling/sound rules in the unit. the spelling and punctuation test.


Weekly Schedule Early Yellow Program UNIT 12 Week 2

Monday Tuesday Wednesday Thursday FridayIntroduction Revision of Topics Revision of Topics Revision of Topics Spelling Test

of A) Sound/s for Unit A) Sound/s for Unit A) Sound/s for Unit WordsTopics B) Problem Words B) Problem Words B) Problem Words grape maintain explained

A) Sound/s for Unit C) Punctuation Rule/s C) Punctuation Rule/s C) Punctuation Rule/s exclaim player straining a) Long vowel sound for letter 'a' D) Spelling Rule/s D) Spelling Rule/s D) Spelling Rule/s sprayed glaze raise

ai a-e ay E) Grammar E) Grammar E) Grammar painter slay paid b) More contractions (…'s, …'re) F) Word Knowledge F) Word Knowledge F) Word Knowledge

DAILY WORD STUDY DAILY WORD STUDY DAILY WORD STUDY Dictation Sentences B) Problem Words swaying faithful he's became stained played shave sprayed container 1. Will James do the painting

paid laid Worksheet No. 12 Group Activities (4 groups) Group Activities (4 groups) of the rails ? said (not teacher directed)

C) Punctuation Rule/s 1. Revision Sheet No. 12 (on Res CD) 1. Revision Sheet No. 12 (on Res CD) 2. The plane is landing on the As for Unit 6 Teacher is free to move This sheet has been supplied for This sheet has been supplied for runway .

(days of week are proper nouns) amongst the children to consolidation of spelling rules, consolidation of spelling rules,provide assistance or extension grammar concepts and the grammar concepts and the 3. Which trail did Uncle Theo take

D) Spelling Rule/s as required. understanding of a variety of understanding of a variety of to escape ? Rule 1(ext Wk 12) = base word + sentence structures. sentence structures. ending (long / short vowel) Rule 2(ext Wk 12) = -ll, -ff, -ss, -zz, -ck only after short vowel Games 2. Game with words supplied 2. Game with words supplied Record Results

Play one of the games at any time * Have the children mark their score for E) Grammar throughout the day, when desired. 3. Game with words supplied 3. Game with words supplied spelling on the spelling graph provided.

1. Revision of adjective * Have the children mark their score for 2. Conjunction (but) punctuation on the punctuation to join sentences Games are a very valuable learning tool 4. Teacher's Group 4. Teacher's Group graph provided.

for the establishment and stabilization of a) Words: a) Words: Spelling ….. score out of 18 words F) Word Knowledge the skills and knowledge for successful decay strainer plane decay strainer plane Punctuation ….. score out of 8

word building reading and spelling in everyday life. quail payment stale quail payment stale

DAILY WORD STUDY afraid graze raise afraid graze raise Game/s (on Res CD)explain it's Wednesday swayed proclaim runway swayed proclaim runway * Choose one or more games

from the bank of games supplied Spelling List b) Dictation Sentences: b) Dictation Sentences: for the children to play in groups

* Choose one or more games Each student to compile a list of from the bank of games supplied 1. I have faith that Jay and his 1. I have faith that Jay and his * Use words and spelling rules

words using the same sound for the children to play in groups mates can win this relay . mates can win this relay . from the week's work.structure and spelling rules

* Use words and spelling rules 2. Tom will stay to see that the 2. Tom will stay to see that the * A word bank for each Unit has from the week's work. snake will not escape . snake will not escape . been supplied.

Problem Words paid laid * A word bank for each Unit has 3. Can Sam obtain three pups 3. Can Sam obtain three pups * Take this opportunity to mark said been supplied. from the pet shop ? from the pet shop ? the spelling and punctuation test.


INTRODUCTION of TOPICS Unit 12 Early Yellow Program A) Sound/s for Unit See separate pages. B) Problem Words ….. paid, laid, said

paid laid said Show the children how these 3 words look the same. Show the children how these 3 words are the past tense form of pay lay say, but that we do not add the ending '-ed'. paid and laid ….. break the rule of base word + ending.

For paid … pay is the base word, but we do not just add '-ed'. We make a new word using the letters 'ai' for the vowel sound in the middle of the word. For laid … lay is the base word, but we do not just add '-ed'. We make a new word using the letters 'ai' for the vowel sound in the middle of the word.

said ….. breaks the rule of base word + ending, but we also change how we say it.

For said … say is the base word, but we do not just add '-ed'. We make a new word using the letters 'ai' for the vowel sound in the middle of the word. (We don't say 'sayed', even though that is what the word really is.)

Practice spelling and saying these 3 words frequently.

C) Punctuation

As for Unit 6.

There are 8 points allocated for these punctuation rules in the Spelling Test at the end of each week in this Unit.

D) Spelling Rule

Spelling Rule RULE 1 (extended for Unit 12) RULE 2 (extended for Unit 12)

plus RULE 3 (ext Unit 9)

Have the children learn to say the rule/s as written on the rule card/s supplied for classroom display.

Say the same words each time. This makes it easier to remember. Frequent repetition at various times of the day assists in learning the rules. E) Grammar …..

Revision of Unit 9 ….. . adjective


INTRODUCTION of TOPICS Unit 12 (continued) Early Yellow Program E) Grammar ….. (continued)

∇ Adjectives

Remind the children that ….. An adjective describes a noun.

In this unit, we are looking how we can form an adjective from a noun. e.g. wind is a noun because it is the name of something that blows. windy is an adjective describing what it is like when the wind is blowing.

Notice that all we did was add the ending … [y] … to the noun and we had the adjective. Practice forming adjectives from nouns. Practice forming nouns from adjectives.

Some ideas are listed below. lump lumpy hand handy rust rusty trend trendy band bandy trust trusty ink inky wind windy bump bumpy

mint minty gust gusty junk junky silk silky crust crusty frost frosty sand sandy milk milky dust dusty luck lucky mist misty click clicky trick tricky trend trendy dusk dusky

room roomy sleep sleepy rain rainy flake flaky craze crazy haze hazy

Remind the children of the rule … To add an ending to a word that ends with the letter 'e', You must drop the 'e' and then add the ending.

∇ Conjunction (but)

This is a continuation of the work from last Unit.

Remind the children that ….. We can join words or sentences talking about the same thing with the word 'and'.

e.g. Different people doing the same thing …. can be joined by 'and'. Tom and Sally are swimming. or The same person doing different things …. can be joined by 'and'. Tom is running and jumping.

In this unit, we learn that ….. We can join sentences talking about opposite (or different) ideas with the word 'but'.

e.g. Different people doing different things …. can be joined by 'but'. Tom is swimming but Sally is jogging. or Tom has a dog but Sally has a cat.

We are joining 2 small sentences with contrasting ideas to make one bigger sentence.

Both of the words but and and

are used to join ideas together.

They are called conjunctions ….. con from Latin language means together junction from Latin language means the act of joining.

We use and when the ideas are the same. We use but when the ideas are different.


SOUND/S FOR UNIT 12 Early Yellow Program

Double Vowels

In this unit, we start working with words that contain long vowel sounds with 2 or more letters together.

In Stage 1, the children have had experience with a variety of ways to write the long vowel sounds … for the letters … a e i o u

… as set out below. Over the next few weeks, we will be revising this aspect of the work,

using harder words and finding more tricks.

Revision of the Green and Blue Programs Week 20 of the Blue Program * This week is a revision of the work from the past eight weeks. * Use the cards provided with this week's work.

Blu-tac the sound cards all over the board in a mixed up fashion. Work with the children to get them organised into their sound groups as set out below.

a ai a-e ay.

e ee e-e ea ey y

i ie i-e igh

o oe o-e oa ow old

u ue u-e ew

Week 12 of the Blue Program * Who can tell me the sounds for these letters?

a a-e That's right. When the vowel letter 'a' is by himself, he makes his short noise [a].

But when he has his friend with him, he says his name [ā].

* The letter 'a' has some other friends too.

Sometimes he plays with the letter 'i' ..... and we get ai, which says [ā] .

Sometimes he plays with the letter 'y' ..... and we get ay, which says [ā] .

* Remember the first letter 'a' says his name.

* Today, we are using

ai ay What do they both say? Yes, [ā] . * Who has seen a dog? Where is his tail? Yes, it's at the end of his body.

The same happens to the [ā] sounds. The [ā] sound with the tail (which is ay) goes on the end of the word.

Reinforce this during all encoding, decoding and sound processing activities. * Practice writing the letters in the air as you say the sound for a) the one in the middle of the word ..... (ai) b) the one on the end of the word ..... (ay).

y


SOUND/S FOR UNIT 12 (continued) Early Yellow Program

Extension for the Yellow Program. Now, we know that [ai] goes in the middle of the word, [ay] goes on the end of the word.

However, remember that the headphones rule will also be a long [ā] sound and it will be in the middle of the word as well.

So, how do we know whether to put the letters 'ai' or the letters 'a-e' for the long vowel sound [ā]? There is no grand rule, unfortunately.

However, there are some interesting patterns which can make life a little easier as illustrated on the accompanying sheet of word groups (found in the Resource Sheets on the Resource CD).

Note: 1. If the sound [k], or the sound [p], or the sound [v] comes after

the long [ā] sound, use the headphones rule (i.e. [a-e]). 2. If the sound [m] comes after the long [ā] sound, use the headphones rule (i.e. [a-e]). {except aim, claim, exclaim} 3. If the sound [n] comes after the long [ā] sound, use the letters 'ai'. {except cane, mane, plane} 4. There are more words with the letters 'ai' when followed by [l]. 5. There are more words with the letters 'a-e' when followed by [d].

Lots of practice at grouping words, identifying letter patterns and using rhyming skills will enable the children to find it a little easier to handle the choice of [ai] as opposed to [a-e] words.

Contractions Revise:

We have worked with contractions using the shortened form of not. The same procedure takes place with other types of words as well. In this unit, we will use words that contain the shortened form of

is and are and am. Word cards have been supplied (on the Resource CD) for practical

work, as done in the last unit. This will help any child having difficulty with this concept of

contractions. I am = I'm we are = we're

she is = she's you are = you're he is = he's they are = they're it is = it's that is = that's

Contraction A contraction is a word that has the same meaning as two words that have been shortened by leaving out 1 or more letters. Use an apostrophe to show where the letter (or letters) is missing.


aeiou

ai a-e ayee e-e ea ey yie i-e igh yoe o-e oa ow ‘old’ue u-e ew

Unit 12

Spelling Rule Early Yellow Program


in the middle

of words

e.g. drain explain

ai a-ein the middle

of words

e.g. blade mistake

ay on the end

of words

e.g. stray display

Spelling Rule Unit 12



RULE 1 (extended for Unit 12) Early Yellow Program

BASE WORD plus ENDING

We have learnt:

1. To add the sound [s] to a word *say the base word *sound the base word *just add the letter 's'.

2. To add an ending to a base word *say the base word (with a short vowel) *sound the base word *have 2 letters after the vowel

*add the ending.

3. To add an ending to a base word *say the base word (ending with 'e') *sound the base word *drop the 'e' if the ending starts with a vowel or leave the 'e' if the ending starts with a consonant *add the ending.

we will learn to add an ending to words with a long vowel sound that has 2 or more letters.

Simply … Say the base word. Sound the base word. Add the ending.

Examples:

rain + ing = raining play + ful = playful sway + ed = swayed trail + er = trailer

paint + er = painter dismay + ed = dismayed

In this Unit,

Rule: When adding [s] to a base word, just add 's'. After a short vowel sound, use 2 letters

before the ending. After a long vowel sound with only one letters,

use 1 letter before the ending. After a long vowel sound with 2 or more letters,

just add the ending.


Spelling Rule

Unit 12

Rule 1When adding [s] to a

base word, just add 's'.

After a long vowel sound with 2 letter or more letters,

just add the ending.

After a long vowel sound with only one letter,

use 1 letter before the ending.

After a short vowel sound, use 2 letters

before adding the ending.

Rememberthis!



Rule: After a short vowel, use

-ll, -ff, -ss, -zz, -ck on the end of the base word.

BUT, in long vowel words, use only

-l, -f, -k or -se, -ze on the end of the base word.

RULE 2 (extended for Unit 12 ) Early Yellow Program What are the short vowels?

a e i o u

Remember: After a short vowel, we must have

-ll -ff (except: if) -ss (except: us, yes, bus, this, gas, plus) -zz (except: quiz) -ck on the end of the base word.

BUT

When the short vowels a e i o u have another letter with them, they become the long vowels.

After a long vowel sound, we have only

one -l e.g. snarl, peel, pole, file, wheel, pail one -f e.g. roof, scarf, safe, wife, loaf, reef one -k e.g. shark, week, lake, bike, speak, soak

or -se e.g. geese, nose, praise -ze e.g. snooze, graze, maize on the end of the base word.


RULE 4 (extended for Unit 12 ) Early Yellow Program

-ch or -tch??????????

This has been covered previously in the Green and Blue Programs.

Both the letters '-ch' and '-tch' say the sound [ch]. ► Use '-tch' when the [ch] comes straight after a short

vowel, in the base word only.

If the sound [ch] comes straight after a long vowel or any consonant, use just 'ch'. e.g. peach(after a consonant) pitch(after a short vowel)

belch(after a consonant) batch(after a short vowel)

coach(after a consonant) hutch(after a short vowel)

pooch(after a long vowel) fetch (after a short vowel)

* These words break the rule: rich such much which (way?)

NOTE: sandwich...... base word = sand. Therefore, the rule does not apply. dispatch...... base word = patch. Therefore, the rule does apply.

Rule: After a short vowel, we must use

-tch but not for

such and much, rich and which (way?) and sandwich


Instructions for Contractions Early Yellow Program Contractions

(Notes from Unit 11 ... to be used in Unit 12 free lesson sample)

A contraction is a word that has the same meaning as two words that have been shortened by leaving out 1 or more letters.

Use an apostrophe to show where the letter (or letters) is missing. Revise: ● Work with contractions will focus on (word)+not = (word)n't in this unit. ● Practical work, using the word cards supplied (in the Resource Sheets on the Resource CD)

will make the understanding of this concept easy for the children,

e.g. Child 1 has the word was. Child 2 has the word not. Child 3 cuts the letter 'o' out of the word not. Child 4 holds the apostrophe where the letter 'o' used to be. Child 1 and Child 2 (with Child 4) hold the words together to make wasn't.

OR Child 1 has the word was. Child 2 has the word not. Child 3 stands and points to where ... Child 4 has the word wasn't.


are

is

am she is

isit

Week 12

he© 2000 Doorway To Learning Pty Ltd www.dipl.com.au This page may only be reproduced by E32S71

Sound Processing Cards for Contractions

Yellow Program



we

that

are you are

Ithey

Week 12

is© 2000 Doorway To Learning Pty Ltd www.dipl.com.au This page may only be reproduced by E32S71


Yellow Program



she'she'sit's

Wee

k 12

I'm

© 2000 Doorway To Learning Pty Ltd www.dipl.com.au This page may only be reproduced by E32S71


Yellow Program



they'reyou'rewe're

Wee

k 12

that's



Yellow Program



ai / a-e ?saletalestalegalemalewhalealepalefemale

bladefadegrademadeshadespadetrade

aidmaidlaidbraid

tailrailmailnailpailhailjailfailtrailsailsnailGail

canemaneplanepanecrane

trainpaingainmainchainrainbrainstraingrainplainstain

framesamecamelameblamebecamefl amegamenametameshame

aimclaimacclaimreclaim

ateKateratedatefatelatematehateskatestategateplate

baitwaitgait

l

n

td

m

gravewaveravebravegavesaveslaveshavebehave

rakesakelakebakebrakecakemakesnaketakemistakewakefl akeshake

pastewastetastehaste

st

pv

kapecapeescapedrapetapescrapeshapegrape

paintfaintquaintsaint

nt

waist

Week 12


Spelling Patterns

Yellow Program



DAILY WORD STUDY Unit 12 Weeks 1 and 2 Early Yellow Program

1. Double vowels In Units 12-18, we will practise words containing the long vowel sounds for the letters a e i o u . Remember: The spelling rules, which have been learnt so far, apply to a base word. e.g. stack = '-ck' after a short vowel at end of word stacked = '-ck' after a short vowel at end of base word mass = '-ss' after a short vowel at end of word praise = '-se' after a long vowel at end of word

Refer to the spelling pattern, which applies to the base word: '-ai-' = at the front or in the middle e.g. aim waist stain

'-ay' = at the end of the base word e.g. stay staying stayed

Refer to the spelling patterns that are displayed on the sheet provided on Resource CD and in the Teacher's notes.

e.g. scrape = use headphones when [p] is the next sound (i.e. 'a-e') flake = use headphones when [k] is the next sound (i.e. 'a-e')

It is a good practice to identify the vowel sound in a word, decide if it is long or short, then ... a) if it is long, where in the word does the vowel come (front/middle/end) and

which vowel letters to use; b) if it is short, which spelling rules might be in the word.

e.g. shake ... long vowel followed by [k] ... use headphones (i.e. 'a-e') swaying ... base word = sway

... long vowel on end of base word ... use '-ay' shack ... short vowel ... needs 'ck' after short vowel on end of word

played ... base word = play ... long vowel on end of base word ... use '-ay' complaint ... base word = plaint ... long vowel in idle of base word ... use '-ai-' praise ... long vowel in middle of word ... use '-ai-' followed by '-se'

2. Contractions Continue work with contractions as described in other notes.

Make it like a maths problem. e.g. he is = he + is = he's

they are = they + are = they're

Point out that the main word (first one) does not change. The apostrophe simply shows us where we left out the letter, or letters, to shorten the second word when we combine them.

Blu-tac the sound cards all over the board in a mixed up fashion. Work with the children to get them organised into their sound groups as set out below. a ai a-e ay e ee e-e ea ey y

i ie i-e igh o oe o-e oa ow old u ue u-e ew

y


DAILY WORD STUDY Unit 12 Weeks 1 and 2 Early Yellow Program Use the words below:

Week 1

Monday trays taint stack (base word + s) (short vowel + ck)

Tuesday flake Sunday spray (long vowel + k) (proper noun)

Wednesday waist flap scrape (short vowel+p) (long vowel + p)

Thursday playful we're quaint (base word + ful) (=we are)

Week 2

Monday trailer proclaim braided (base word + er) (base word + ed)

Tuesday faithful sprained sprayer (base word + ful) (base word + ed) (base word + er)

Wednesday stayed became crack (base word + ed) (short vowel)

Thursday faintest Wednesday snailbait (base word + est) (Wed-nes-day)


Teacher's Notes for ACTIVITY SHEET No. 12 Early Yellow Program

Explain to the children how to write their names in the box at the top of the page, using initials and surname. Explain to the children how to write the date in full in the box provided.

(Use no commas or full stops.) e.g. S T Blain 27th April 2002

Page 1

LISTENING #1 is included in Mixed Activities on Activity Sheet 12 (Page 1). LISTENING #2 and 3 are on Activity Sheet 12 (Page 2). You might find it better to complete all of Activity Sheet 12 (Page 1), first.

Therefore, discussion of LISTENING #2 and 3 follows the discussion on Activity Sheet 12 (Page 1).

SENTENCE STRUCTURE #1 RS2.5 RS2.6 RS2.8 WS2.9 WS2.10 WS2.11 WS2.14 Conjunction … but

Remind the children that we met 2 friendly monsters from another planet in the last Unit. See who can remember their names. (Zip and Zap) Remember that they are twins and have many things that look the same about them.

However, there are also things about their looks that are not the same. Ask the children to find things that are different about our 2 monsters, Zip and Zap.

Zip has spots on his skin. Zap has plain skin. Zip has eyelashes. Zap has no eyelashes. Zip is short. Zap is tall. Zip is sad. Zap is happy. Zip has a spiky tail. Zap has no tail. Zip is not sleepy (or snoring). Zap is sleepy (or snoring). Zip has no bow tie. Zap has a bow tie. Zip has circle eyes. Zap has triangle eyes.

List some of these under the headings Zip and Zap provided on the picture of the note pad.

Ask the children to read the first 2 sentences about Zip and Zap. Zip has spots on his skin. Zap has plain skin.

Next, show the children how to join the 2 sentences together by using the word but. Have the children complete the big sentence that results when we join the 2 small sentences

together. Zip has spots on his skin but Zap has plain skin.

Now have the children complete the other examples in the same manner.


Teacher's Notes for ACTIVITY SHEET No. 12(continued) Early Yellow Program

Page 1 (continued)

MIXED ACTIVITIES Tell the children to find the heading … Mixed Activities.

The Activities in this section include the following:- Reading #1

Listening #1 Grammar #1 Written Expression #1 Reading #2 Reading #3 Spelling Skills #1

As a result, the notes for these will be grouped together rather than in the usual manner.

READING #1 TS2.3 RS2.5 RS2.6 RS2.7 WS2.13 WS2.14 Read and understand text

Read the story with the children in whichever manner is suitable for your class. Discuss the type of text with the children.

A Narrative tells a story about an event. It usually refers to particular characters and actions. It is written in a manner to be entertaining. It can be written by the person /s involved, or by someone else.

Discuss the stages in a narrative. Orientation … *who, what, where, when events took place *characters

*plot begins Complication … *a problem

Sequence of events … *storyline as it happened Resolution … *conclusion with a solution to problem. Text is often written in past tense, using dialogue and descriptive language. {Use adjectives, adverbs, action verbs, thinking and feeling words.}

Identify each of these in the story together.

Tell the children to listen carefully to what you are now going to ask them to do.

Each of the following headings are included in these instructions.

LISTENING #1 TS2.1 TS2.2

Follow verbal instructions

GRAMMAR #1 RS2.6 RS2.8

Adjectives WRITTEN EXPRESSION WS2.9 WS2.10 WS2.11 WS2.14

Use complex sentences … using the conjunction (but)

READING #2 RS2.6

Contractions

READING #3 RS2.6 WS2.11

SPELLING SKILLS #1 WS2.11 © Copyright 2011 Doorway To Learning Pty Ltd

Teacher's Notes for ACTIVITY SHEET No. 12 (continued) Early Yellow Program

Page 1(continued)

Instructions

1. Put a red circle around the orientation (or introduction) of the story. 2. Put a green line under the words in the resolution (or conclusion) of the story. 3. Put a blue circle around each conjunction. Remember we have learnt 2 conjunctions. 4. Find the sentence that tells us that Zap has long legs and Zip has short legs. Underline that sentence with a yellow pencil. Now, in the next sentence (which tells us that Faith and James ran home), underline the adjectives that tell us the same thing about their legs … with a yellow pencil. 5. Finish the sentences where Faith and James describe the monsters to their mum. (Remember to use a conjunction in each sentence.) 6. Put a black box around all the contractions in the story. (You will find 6 contractions.)

Read the instructions with the children, having them read out loud together.

Ensure that they have understood what to do.

READING #4 RS 2.7

∇ Tell the children to find the heading … Reading #4. Read the instructions with the children, having them read out loud together. Ensure that they have understood what to do.


Teacher's Notes for ACTIVITY SHEET No. 12(continued) Early Yellow Program

Page 2

Tell the children to find the sheet … Activity Sheet No. 12 (page 2). Then continue.

LISTENING #2 TS2.1 TS2.2 RS2.6 WS2.9 WS2.11

Sound Awareness … double vowel sounds

∇ Ask the children to open their Workbooks to Activity Sheet No. 12, Page 2. ∇ Tell the children to find the heading saying Listening #2.

Teacher says the first word. Children identify the vowel sound in the word. Ask the children to decide where they can hear the vowel sound … in the middle

of the word, or at the end of the word. Ask the children to decide which letters they need for the vowel sound in that

word. Ask the children to write the word in the correct column with correct spelling.

Use the following words:- 1. sway 2 sprain 3. exclaim

4. stray

5. trail 6. delay 7. spray 8. braid

LISTENING #3 TS2.1 TS2.2 RS2.6 WS2.9 WS2.11 Sound Awareness … Changing Sounds

∇ Ask the children to open their Workbooks to Activity Sheet No. 12, Page 2. ∇ Tell the children to find the heading saying Listening #3.

Teacher says the first word. Children identify the vowel sound in the word. Ask the children to decide if the vowel sound in the word is long or short. Ask the children to change the vowel sound to a short sound if it is already a long

sound; or change the vowel sound to a long sound if it is already a short sound. Ask the children to decide which letters they need to write the new vowel sound. Ask the children to write the word in the correct column with correct spelling.

Use the following words:- 1. stake (to stack) 2. bat (to bait) 3. rat (to rate) 4. tape (to tap) 5. snack (to snake)

6. plane (to plan) 7. maid (to mad) 8. pad (to paid)


Teacher's Notes for ACTIVITY SHEET No. 12 (continued) Early Yellow Program

Page 2 (continued)

GRAMMAR #2 RS2.5 RS2.6 RS2.8 WS2.11

Adjectives

∇ Tell the children to find the heading … Grammar #2. As directed on the page. Read the instructions with the children.

SPELLING SKILLS #2 RS2.6 WS2.10 WS2.11 Contractions

∇ Tell the children to find the heading … Spelling Skills #2.

Read the instructions with the children, having them read out loud together. Ensure that they have understood what to do.

SENTENCE STRUCTURE #2 RS2.5 RS2.6 WS2.9 WS2.10 WS2.11 WS2.14 Conjunctions

∇ Tell the children to find the heading … Sentence Structure #2.


NOTE: Explain to the children that we do not keep the capital letter

of the second sentence when joining them together with a conjunction ….. unless, of course, we are using a proper noun.

WORD KNOWLEDGE RS2.5 RS2.6 RS2.8 WS2.11 Word Building

∇ Tell the children to find the heading … Word Knowledge.



NarrativeA narrative has:

Orientation (who, what, when, where)

Complication (a problem)

Sequence of events (storyline as it happened)

Resolution (conclusion with a solution to the problem)

1.

2.

3.

4. * tells a story about an event* refers to characters and actions* entertaining* written in past tense using dialogue and descriptions

Written Expression

Unit 12



Activity Sheet No. 12 --- page 1

Zip has spots on his skin. Zap has plain skin.

Zap is tall. Zip is short.

Zip is sad. Zap is happy.

procedure description narrative

ai a-e ay

From the story above, fi nd 5 words for each of the sounds ai, a-e, ay and write them in the box below.

Sentence Structure #1 Zip Zap

Mixed Activities

Reading #4 --- Colour the box beside the word that tells the type of story it is.

One day, late in May, Zip and Zap were landing their space ship on a grassy patch beside the lake, when they saw two children waiting in the skate park.

Zip exclaimed, “Look at them! They’re wearing clothes but we aren’t wearing clothes.”

“Hello. Don’t be afraid of us. Do you live here?” said Zap.

“Yes, our names are Faith and James. Where are you from?” they answered faintly.

“We’re twins running away from Satoplen.”

Faith felt that was strange. She said to the monsters, “If you’re twins, why don’t you look exactly the same? You both have two legs. Zap, your legs are long, but Zip, your legs are short.”

Faith and James were very excited. They ran home to tell their mum about the long-legged monster and the short-legged monster.

James explained, “We were so brave, Mum. When we came close, the spotty monster wagged his spiky tail, but, the sleepy monster had no tail.”

Mum asked, “Can you give me anymore details of what they look like?”

Faith said, “ ________________________ but __________________________.”

James said, “________________________ but __________________________.” “Maybe you can plan to stay by the base of their space ship later today,” Mum remarked. “Then you can play with them and have some fun together.”

RS 2.5, RS 2.6, RS 2.8, WS 2.9WS 2.10, WS 2.11, WS 2.14

TS 2.1, TS 2.2, TS 2.3, RS 2.5, RS 2.6, RS 2.7WS 2.9, WS 2.10, WS 2.11, WS 2.13, WS 2.14

Reading #1, #2, #3; Listening #1; Written Expression; Grammar;Spelling Skills #1

Initials and Surname Full Date

zzzz



A ---- nail was dropped in the bin. rust rustyWe rested in the ---- of the tree. shade shadyThe ---- day kept the grumpy children inside. rain rainyThe hungry boy ate the ---- biscuit. fl ake fl akyThe unhappy boy sat in his ----. room roomy

--- Add the endings below to the base word given in the brackets to complete each sentence.

they are he isshe is you arewe are it isthat is I am

ai ay short long

Noun Adjective

What are all these words called?

--- Join these sentences with the conjunction ‘but’.

Mum is tired. Dad is not tired.

String is thin. Rope is fat.

Cotton wool is soft. Timber is hard.

Grammar #2

Sentence Structure #2

Listening #3 Listening #2

Now, choose the correct noun or adjective, from those at the end of the line, to fi ll the blank in each of these sentences. Then circle all the adjectives in these sentences.rain

shadegrainfl akeroom

Word Knowledge

....+er = one who ..... ....+ed = past tense ....+ing = present tense

1. The ___________ had to get two new brushes. (paint)2. The children ____________ in the park. (play)3. Mr Blain ___________ his fence. (paint)4. Ask the ___________ to bring us a glass of water. (wait)5. We are ___________ for the train to Banbank Park. (wait)6. Tom is ___________ with his dog. (play)

--- Change these nouns to adjectives by adding the letter ‘y’.

--- Write these words the quick way. Spelling Skills #2

TS 2.1, TS 2.2, RS 2.6WS 2.9, WS 2.11

TS 2.1, TS 2.2, RS 2.6WS 2.9, WS 2.11

RS 2.5, RS 2.6RS 2.8, WS 2.11

RS 2.6WS 2.10WS 2.11

RS 2.5RS 2.6WS 2.9WS 2.10WS 2.11WS 2.14

RS 2.5RS 2.6RS 2.8WS 2.11


Activity Sheet No. 12 --- page 2



you are he isI am that iswe are it isshe is they are

RS 2.6WS 2.11

RS 2.6RS 2.8 WS 2.10WS 2.11WS 2.14

The shopping bag is ripped. The paper bag is ripped.

An apple is crunchy. Jelly is soft.

Paper is white. A cloud is white.

Fire is hot. Ice is cold.

* Write these words the quick way. Then choose the contractions to go into the blank spots in the story.

make trail clay empty fringe brainy windy

shady hungry bottle

strain grumpy sway shaggy

tidy rainy slept

Now, write a word from the box on the right, that will complete the compound word.

* On the lines below, join each pair of sentences, using the conjunctions ‘and’ or ‘but’.

In a land far yawa, a pretty, little girl called Gail lived with her sick grandmother. They were very happy together, but they did not have much money.

One day Gail wanted to catch a elpna to go and visit her friend, Dave, who lived a long way off in a town called Paiton. Gail said to her loving grandmother, “How can I get the money I need?” She started to cry. Gail’s grandmother told her to awti at the shop and offer to carry people’s shopping bags. “That’s a good idea!” exclaimed Gail.

Just then, a very rich lady meac along and let her help with all her shopping bags. “I am grateful for your help,” the lady adsi. “You must be paid well. tySa here! Wait for me to come back.”

Gail waited and waited.

At last the lady returned and vaeg the pretty, young girl a large sum of money. “Wow! This will get me to see Dave. I will go next week if it does not rain, but stays nice, sunny weather.”

wayrail rainhail stonefall

* 1. Underline the orientation in green pencil. 2. Underline the resolution in yellow pencil. 3. Circle the conjunctions in blue pencil. (Hint: There should be 6.) 4. Unjumble the darker words and write them on the lines at the right.

5. Now, in the oval, write 3 adjectives that describe the girl. 6. Lastly, in the rectangle, write 2 adjectives that describe the grandmother.

_______ glad that my dog is such fun to play with. ______ like my best mate. On Wednesday _______ going to play in the park together.

* Write 3 words that rhyme with: • Circle the adjectives.

RS 2.6, RS 2.8WS 2.10, WS 2.11, WS 2.14

RS 2.6WS 2.11

RS 2.6RS 2.8

RS 2.5RS 2.6RS 2.7RS 2.8WS 2.11

RS 2.8, WS 2.11, WS 2.14

* Choose a word from those listed in the box on the left. Write it on the line.


Worksheet No.12



ES2

Reading Sheet Week 1

StorySentences

ES2


Questions1. Why can't the children go sailing?

2. What does Dad say the children should do?

3. How does Mr Splain feel?

4. When will they go sailing?

Today is Wednesday. It has been raining for two days now. The Splain children all complain to their dad. They wished it was sunny. If it was fi ne weather, then they could go sailing.

Mr Splain said, "You should stop complaining. It is a good day to paint the chains and rails on the sides of the sailing boat."

The children said that they would stay home and play with clay. Mr Splain was upset. He proclaimed that they must be faithful and come to help him. Then he would not feel the strain of painting by himself so much.

He explained that they must simply await a sunny day in May to go swaying on the lake in their freshly painted sailing boat.

1. The brave sailor led his mates through the dark grave yard.

2. We weren't afraid to escape through the fence to get away from the blazing fi re.

3. The runaway train swayed from side to side before the driver slammed on the brakes.

4. "I will trade you this fi shing bait, for that sticky tape," exclaimed Blake to his friend, Josh.

5. The tame mule, has a mane that's braided.

6. Raise the fl ag when you get to the end of the trail.

7. Teeth decay if they are not brushed twice daily.

8. Explain to the frail maid, that complaining to the butler won't get her a pay rise.

9. We plan to obtain stale cakes from the main shopping centre.

10. A stray quail left a trail of seed husks in the cage.

11. "You must make the payment for the drapes without delay," explained Mum.

12. Gail sprained her ankle and became lame for the day.


Reading Sheet Unit 12

Yellow Program


Yellow Program

DOMINOES

This game can be played by 2 players.

You will need: a stack of domino word cards

1. Cut the template along the dotted lines to form the dominoes, with a word at each end

of the domino.

2. Shuffle cards and deal 3 or 5 cards to each player (depending on the number of players).

3. Place the remaining stack of cards in the middle of the children. Turn over the top card. This card becomes the starting point for the game.

4. Each player looks at their cards. To build observation skills, children can lay the cards on the floor/table so that all children can see them. This is beneficial for the teacher/parent also, as they can monitor the sounding of the word being asked for, or help in finding a match.

5. The first player sounds out loudly and then says the word at one end of the ‘domino’. This is repeated for the word at the other end of the ‘domino’. The child then looks at their cards for a match. If a match is found, it is placed against the end with the same word. If no match is found, then the top card of the stack is picked up and placed with that child’s other cards. The next player then begins their turn following the same sounding and reading routine.

6. The game continues with the cards ‘snaking’ around the floor, until a child places their

last card on the ‘snake’. This child then becomes the winner.


(Cut along dotted lines only.) No. 12 Game - Dominoes

afraid mistake phrase stayed trace strainer

explain delay mistake phrase stayed trace remain remain remain remain remain remain

remain remain afraid afraid afraid afraid


Yellow Program



explain delay trace strainer explain delay

strainer explain delay explain delay delayphrase phrase stayed stayed stayed stayed

strainer explain trace trace trace strainer


Yellow Program



strainer explain delay phrase stayed trace

strainer explain delay stayed trace strainerafraid afraid afraid mistake mistake mistake

mistake mistake mistake phrase phrase phrase


Yellow Program


�

The circled words in each sentence have the wrong spelling.1. Write the correct spelling on the line beside each sentence.2. Underline the adjective in each sentence.3. Put a tick above the contractions.


Revision Unit No. 12

Join the two sentences with the conjunctions ‘but’ or ‘and’.

1. Your strippy jacket looks great. ___________

2. He‛s going to miss the noisy trayn if he keeps talking. ___________

3. Is it true they‛re climbing the tallest mountayn? ___________

4. That‛s the mayl in the tiny letter box. ___________

1.

2.

3.

4.

Circle the adjectives and write each one in a sentence.

Add adjectives to these nouns.

Toffee is sweet _______ lemon is sour Jay is sick _______ Chan is not sick

A spider is small _______a crocodile is large The ocean is blue _______ the sky is blue

groovytail

messytidy

dusty stay

quietbrush

Colour the bubble next to the word with the correct ending to replace each underlined word.

1. _________ horse 1. _________ lake

1. _________ clouds 1. _________ sound

1. The quirky write had fi nished his fi rst novel. writer writed writing

2. The Year 1 class had dance in the school concert. dancing danced dancer

3. The paint had missed a spot on my house. painting painter painted

4. They‛re quickly pack for their holiday. packer packed packing

RS 2.5RS 2.6RS 2.8RS 2.9WS 2.10 WS 2.11WS 2.14

Yellow Program


TS2.1 TS2.2

Outcomes and Indicators for ACTIVITY SHEET No. 12 Early Yellow Program Page 1

SENTENCE STRUCTURE #1 RS2.5 RS2.6 RS2.8 WS2.9 WS2.10 WS2.11 WS2.14 Conjunction … but

The aim of this exercise is to read and understand printed text (sentences); RS2.5 RS2.6 identify differences between pictures; RS2.5 recognise recurring character types and their traits; RS2.7 interpret story illustrations and simple diagrams; RS2.5 relate information in text to accompanying graphics; RS2.6 formulate and write a sentence giving a description; WS2.9 WS2.10

understand the use of the conjunction, 'but', to join sentences together; RS2.6 WS2.14

use the conjunction, 'but', to join sentences together; WS2.9 Ws2.10 WS2.14 use correct spelling; WS2.11 use correct punctuation. WS2.10 WS2.14

MIXED ACTIVITIES READING #1 TS2.3 RS2.5 RS2.6 RS2.7 WS2.13 WS2.14

Read and understand text The aim of this exercise is to read and understand printed text; RS2.5 RS2.6 use word identification strategies; RS2.6

talk about the structure of some text types (narrative); RS2.7 recognise and describe the purpose of a narrative; RS2.7 recognise and discuss organizational structure of a range

of literary text types (narrative); WS2.14 understand purpose and stages of the organisation of texts; WS2.13 identify in stories main elements of structure such as

orientation, complication and resolution; RS2.7 identify type of text read (narrative). RS2.7

LISTENING #1 Follow verbal instructions

The aim of this exercise is to listen to more complex presentations; TS2.1 listen to spoken presentations and respond appropriately; TS2.2 follow instructions on how to complete an activity. TS2.2

GRAMMAR #1 RS2.6 RS2.8 Adjectives

The aim of this exercise is to identify adjectives read in printed text (i.e. used in the story). RS2.6 RS2.8 WRITTEN EXPRESSION WS2.9 WS2.10 WS2.11 WS2.14

Use complex sentences … using the conjunction (but)

The aim of this exercise is to produce own written text (sentences); WS2.9 WS2.10 identify key words and phrases; WS2.9

use the conjunction … but … to join sentences together; WS2.10 WS2.14

write fuller description of people, animals, objects, places; WS2.9 use other texts as a model for aspects of writing such as text

use correct spelling; WS2.11 organisation;WS2.9

use correct punctuation. WS2.10 WS2.14 READING #2 RS2.6

Contractions

The aim of this exercise is to identify contractions in printed text. RS2.6 READING #3 RS2.6 WS2.11

The aim of this exercise is to read words containing a double vowel sound in a story; RS2.6 identify the correct letters for the double vowel sound; RS2.6 WS2.11

SPELLING SKILLS #1 WS2.11 The aim of this exercise is to use correct spelling. WS2.11

READING #4 RS 2.7 The aim of this exercise is to recognise how different literary texts are organized

according to their purpose; RS2.7 recognise if printed text is a procedure, a description or a narrative. RS2.7


Outcomes and Indicators for ACTIVITY SHEET No. 12 (continued) Early Yellow Program

Page 2 LISTENING #2 TS2.1 TS2.2 RS2.6 WS2.9 WS2.11 Sound Awareness … double vowel sounds

The aim of this exercise is to interpret simple instructions from teacher or peer; TS2.1 listen to a word containing a double vowel sound; TS2.2 hear a sequence of sounds; RS2.6 hear and articulate sounds in words; RS2.6 identify a double vowel sound; TS2.2 RS2.6 WS2.11 identify where a vowel sound is in a word; TS2.2 RS2.6 WS2.11 identify the correct letters to write for a vowel sound; WS2.11

produce own written text (words); WS2.9 use correct spelling. WS2.11

LISTENING #3 TS2.1 TS2.2 RS2.6 WS2.9 WS2.11 Sound Awareness … Changing Sounds

The aim of this exercise is to interpret simple instructions from teacher or peer; TS2.1 hear a sequence of sounds; RS2.6

hear and articulate sounds in words; RS2.6 identify a vowel sound in a word; TS2.2 RS2.6 WS2.11

identify if a vowel sound heard in a word is long or short; TS2.2 RS2.6 WS2.11

change a vowel sound from long to short, or short to long; RS2.6 WS2.11 identify the correct letters to write for the double vowel sound; WS2.11 produce own written text (words); WS2.9 use correct spelling. WS2.11

GRAMMAR #2 RS2.5 RS2.6 RS2.8 WS2.11 Adjectives

The aim of this exercise is to read and understand printed text (sentences); RS2.5 RS2.6 change a noun to an adjective by adding the ending [y]; RS2.6

identify if a noun or an adjective is needed to complete a sentence; RS2.5 RS2.6

comprehension (use the meaning of a sentence to complete a cloze exercise); RS2.5 RS2.6 RS2.8

identify adjectives in printed text; RS2.6 RS2.8 use correct spelling. WS2.11

SPELLING SKILLS #2 RS2.6 WS2.10 WS2.11 Contractions

The aim of this exercise is to read printed text (words); RS2.6 understand the correct usage of contractions; RS2.6 WS2.11

use contractions correctly; WS2.10 spell contractions correctly. WS2.11

SENTENCE STRUCTURE #2 RS2.5 RS2.6 WS2.9 WS2.10 WS2.11 WS2.14 Conjunctions

The aim of this exercise is to read and understand printed text (sentences); RS2.5 RS2.6

understand the use of the conjunction, 'but' to join sentences together; RS2.6 WS2.14

use the conjunction, 'but', to join sentences together; WS2.10 WS2.14 use correct spelling; WS2.11 use correct punctuation. WS2.10

WORD KNOWLEDGE RS2.5 RS2.6 RS2.8 WS2.11 Word Building

The aim of this exercise is to read and understand printed text (words and sentences); RS2.5 RS2.6 understand how an ending on a word (suffix) can change the meaning of the word; RS2.8

use an ending on a word (suffix)to change the meaning of the word; WS2.11 use comprehension (complete a cloze exercise using word meaning). RS2.5 RS2.6


Yellow Program Unit 23

Sample Lesson

INDEX for Pages from Yellow Sample Lesson

Unit 23

Page No.

of pdf Name of page Topic Where to find in

purchased DIPL program

46 Weekly Summary Summary of activities and aims Teacher's Reference Books

47 Weekly Schedule (Week 1 and Week 2)

Plan showing activities in note form for teacher

Teacher's Reference Books

49 Introduction of Topics Explanation notes for teacher Teacher's Reference Books

50 Sound/s for Unit 23 Explanation notes for teacher Teacher's Reference Books

52 Spelling Rule 5 explanation Explanation notes for teacher Teacher's Reference Books

53 Spelling Rule 5 Display Card Coloured card for classroom display


54 Spelling Rule oi/oy Display Card Coloured card for classroom display


55 Daily Word Study (Week 1 and Week 2) Explanation notes for teacher Teacher's Reference

Books

57 Teacher's Notes for Activity Sheet Explanation notes for teacher Teacher's Reference Books

59 Sound Processing Cards for word-building activity

Resource for processing words with 3 syllables Resource CD

61 Activity Sheet Student activity Student Workbook

62 Spelling Sheet Student activity Student Workbook

63 Worksheet Student activity Student Workbook

64 Reading Story Sheet (and comprehension questions) Student activity Resource CD

65 Game ... Bugs (with instructions) Student activity Resource CD

66 Word Cards for Game ... Bugs Student activity Resource CD

68 Revision Sheet of Unit 23 Student activity Resource CD

69 Outcomes and Indicators Aim of each activity Teacher's Reference Books


Later Yellow Program

UNIT 23 SUMMARY

INTRODUCTION of TOPICS A) Sound/s for Unit a) oi oy (as in toil or enjoy) b) words with prefix/base/suffix B) Problem Words we're where wear

C) Punctuation Rule/s Punctuation Rule Unit 21 D) Spelling Rule/s Rule 5 (ext for Unit 23) = 'c' = [s] E) Grammar Revision of comparative, superlative adjectives adverbs = how, when or where

F) Word Knowledge Homophones Word-building Concept groups

ACTIVITY SHEET (to be worked with the teacher) Outcomes: TS2.1 TS2.2 RS2.5 RS2.6 RS2.8

WS2.9 WS2.11 WS2.14

Content: Listening skills:- Demonstrate attentive listening Interpret simple instructions from teacher or peer Follow verbal instructions on how to complete an activity Hear a sequence of sounds in a word Hear and articulate sounds in words Identify a spelling rule used in a spoken word Identify a prefix, base word and suffix heard in a word Use a spelling rule Spell and write words correctly

Produce own written text (words or sentences) Use correct spelling Read printed text (words) Blend syllables to make real words Produce a word family (same base word) Understand adverbs can tell how, when or where Categorize words according to their meaning Comprehension (cloze) Use '-er' or '-est' when comparing adjectives Comprehension (word/meaning) Read and use words with three syllables WORKSHEET

Outcomes: RS2.5 RS2.6 RS2.8 WS2.9 WS2.10 WS2.11 WS2.14

Content: Read and understand printed text Concept groups (categorization) Follow printed instructions Use indefinite article in noun groups Produce own written text (words and sentences) Form sentence with given words Use adverbs in sentences Identify if adverbs tell how, when, where Comprehension (cloze in sentences) Use homophones in sentences Word building using prefixes and suffixes SPELLING SHEET

Outcomes: RS2.5 RS2.6 RS2.8 WS2.9 WS2.10 WS2.11 WS2.14

Content: Visual recognition of word shapes Identify missing vowel sounds in a word Use correct spelling Use word identification strategies Use homophones in sentences Edit a story Identify spelling errors Identify punctuation errors Use correct punctuation Complete writing Rule 4 Build word families (rhyming) Understand what makes words rhyme Change a letter to make new words Complete a poem Produce own written text


Weekly Schedule Later Yellow Program UNIT 23 Week 1


of A) Sound/s for Unit A) Sound/s for Unit A) Sound/s for Unit WordsTopics B) Problem Words B) Problem Words B) Problem Words moist oil rejoicing

A) Sound/s for Unit C) Punctuation Rule/s C) Punctuation Rule/s C) Punctuation Rule/s convoy pointer coil

oi oy D) Spelling Rule/s D) Spelling Rule/s D) Spelling Rule/s enjoyment choice loiterWords with prefix/base/suffix E) Grammar E) Grammar E) Grammar disappoint royal wear

F) Word Knowledge F) Word Knowledge F) Word Knowledge B) Problem Words DAILY WORD STUDY DAILY WORD STUDY DAILY WORD STUDY Dictation Sentences we're where recoil ointment destroy annoy employer voyage noise toilet rejoice 1. " W here did you get those fresh wear Activity Sheet No. 23 Spelling Sheet No. 23 Reading Sheet oysters ? " asked Joy Smith .

C) Punctuation Rule/s (whole class with Teacher) 1. Have the students read the story As for Unit 21 and answer the questions 2. The noisy boy will annoy his

Listening # 1 : in complete sentences. dad by shouting in a loud voice . D) Spelling Rule/s Spelling ... (-l / le) For the first question, model how to

Rule 5 (ext for Wk 23) = ' ce' for [s] use words that are in the question 3. Do not avoid helping your loyal 1. feel 2. boil 3. steeple to use in their answer, if required. friends .

E) Grammar 4. spoil 5. trail 6. marble Then have the students complete1. Revision of comparative adjectives 7. howl 8. fool 9. hail the other answers independently. 4. W e're glad that the noise in superlative adjectives 10. chuckle 11. battle 12. coil Smark Street did not bother you .2. Revision of adverbs = 2. Have the students list the main

how, when. where Listening # 2 : points in the story . Record Results Spelling ... (-ss / se / ce) The stories are small and have only * Have the children mark their score for

F) Word Knowledge a few main points. It is a great way to spelling on the spelling graph provided.

Homophones Word building 1. mouse 2. mince 3. goose begin to develop this skill. * Have the children mark their score forConcept Groups 4. mess 5. bounce 6. floss punctuation on the punctuation

DAILY WORD STUDY 7. dress 8. cheese 9. voice graph provided.

joined enjoyment voice 10. fuss 11. face 12. fence 3. The sentences may be used in a Spelling ….. score out of 20 words

Spelling List No. 23 variety of ways. Punctuation ….. score out of 12

joined toilet Listening # 3 : a) Listen to students individually Game/s (on Res CD)

spoil noise Sound Awareness ... read a couple of sentences * Choose one or more games hoisted employment … (prefix, base word, suffix) while the others are working from the bank of games supplied coin joyful 1. disjointed on the remainder of the sheet. for the children to play in groups employ avoid 2. rejoicing b) Read the sentences together as voice exploit 3. employer a class, out loud. * Use words and spelling rules destroy disloyal 4. appointment c) Pair the students, have them read from the week's work. jointed oysters aloud to each other, taking turns. poison decoy d) Have the students mark the words * A word bank for each Unit has appoint noisy in the sentences that may apply been supplied. annoy rejoiced to the grammar concepts in the unit.

Problem Words e) Have the students mark the words * Take this opportunity to mark we're where in the sentences that may apply the spelling and punctuation test. wear to the spelling/sound rules in the unit.


Weekly Schedule Later Yellow Program UNIT 23 Week 2


of A) Sound/s for Unit A) Sound/s for Unit A) Sound/s for Unit WordsTopics B) Problem Words B) Problem Words B) Problem Words coined poise void

A) Sound/s for Unit C) Punctuation Rule/s C) Punctuation Rule/s C) Punctuation Rule/s envoy employer deploy

oi oy D) Spelling Rule/s D) Spelling Rule/s D) Spelling Rule/s ointment appointed soyWords with prefix/base/suffix E) Grammar E) Grammar E) Grammar rejoice loyal boiling

F) Word Knowledge F) Word Knowledge F) Word Knowledge B) Problem Words DAILY WORD STUDY DAILY WORD STUDY DAILY WORD STUDY Dictation Sentences we're where envoy poise void boiling joint destroyer joyful poison noisy 1. "Is he annoying you ?" asked wear Worksheet No. 23 Group Activities (4 groups) Group Activities (4 groups) Miss C hoy .

(not teacher directed) 1. Revision Sheet No. 23 1. Revision Sheet No. 23 C) Punctuation Rule/s This sheet has been supplied for This sheet has been supplied for 2. W e're not enjoying these

As for Unit 21 Teacher is free to move consolidation of spelling rules, consolidation of spelling rules, oysters .amongst the children to grammar concepts and the grammar concepts and the

D) Spelling Rule/s provide assistance or extension understanding of a variety of understanding of a variety of 3. If you rip the foil you will spoil Rule 5 (ext for Wk 23) = ' ce' for [s] as required. sentence structures. sentence structures. the chicken .

E) Grammar 2. Game with words supplied 2. Game with words supplied 4. Will you boil beans , peas and

1. Revision of comparative adjectives Games carrots for dinner ?

superlative adjectives Play one of the games at any time 3. Game with words supplied 3. Game with words supplied Record Results2. Revision of adverbs = throughout the day, when desired. * Have the children mark their score for

how, when. where 4. Teacher's Group 4. Teacher's Group spelling on the spelling graph provided.

a) Words: a) Words: * Have the children mark their score for F) Word Knowledge Games are a very valuable learning tool recoil embroider joint recoil embroider joint punctuation on the punctuation

Homophones Word building for the establishment and stabilization of alloy employer toil alloy employer toil graph provided.Concept Groups the skills and knowledge for successful exploited enjoyed avoided exploited enjoyed avoided Spelling ….. score out of 20 words

DAILY WORD STUDY reading and spelling in everyday life. appointed royalty destroyer appointed royalty destroyer Punctuation ….. score out of 12exploited avoid alloy

* Choose one or more games b) Dictation Sentences: b) Dictation Sentences: Game/s (on Res CD)

Spelling List from the bank of games supplied 1. The new employee lifted up 1. The new employee lifted up * Choose one or more games

for the children to play in groups the oily rag for his boss . the oily rag for his boss . from the bank of games supplied Each student to compile a list of for the children to play in groups

words using the same sound * Use words and spelling rules 2. "We need an appointment to 2. "We need an appointment tostructure and spelling rules from the week's work. see Queen Grace," said Roy . see Queen Grace," said Roy . * Use words and spelling rules

from the week's work. * A word bank for each Unit has 3. The cake will be spoilt if 3. The cake will be spoilt if been supplied. if you boil it a long time . if you boil it a long time . * A word bank for each Unit has

Problem Words been supplied. we're where 4. W e're sure that our loyal 4. W e're sure that our loyal wear friends will rejoice if our team friends will rejoice if our team * Take this opportunity to mark

wins . wins . the spelling and punctuation test.


INTRODUCTION of TOPICS Unit 23 Later Yellow Program A) Sound/s for Unit See separate pages. B) Problem Words ….. we're wear where

These words need special attention.

• we're Remind the children that this word really means we are. we're = we are

• wear This word is used to talk about carrying something on your body. An easy trick is to say that 'ear' is part of the body. So wear (with the word ear in it) is when we put something on our body!!!!

• where This word refers to a place. Remember it is a question word and so starts with the letters 'wh-'.

Practice spelling and saying all these words (and their meanings) frequently.

C) Punctuation

As for Unit 21.

There are 12 points allocated for these punctuation rules in the Spelling Test at the end of each week in this Unit.

D) Spelling Rule Spelling Rules RULE 5 (ext. for Unit 23) …'ce' for sound [s] plus RULE 1 (as done in Unit 12)…base word+ending RULE 2 (as done in Unit 12)…ll,ss after shrt vwl; l,se after long vwl RULE 3 (as done in Unit 9) …c/k

RULE 8 (as done in Unit 22)…a or an ??

E) Grammar …..

Revision of comparative adjectives superlative adjectives

adverbs = how, when, where

F) Word Knowledge …..

Word building (using prefixes and suffixes) Concept Groups (3 words that go together,

such as school, children, teachers) … on the Worksheet.


SOUND/S FOR UNIT 23 Later Yellow Program Revision of the Green and Blue Programs

* Revise the sounds ….. oo, oo, ar, ou, ow

* The new sound for this Unit is for the letters 'oi' and 'oy'.

These two pairs of letters both say the sound [oi] as in Ahoy!!! Note: Remind the children that the letters ow can also say the sound [o].

How do we know which letters to use for the sound [oi] ???????

The letters 'oi' …… go in the middle of the word. e.g. hoist poison

The letters 'oy' …… go at the end of the word. e.g. enjoy annoy There are 3 words that break this rule:-

loyal royal oyster Remember the sentence:- The loyal royal family like to eat oysters.

Note:- Remember Rule 1 (extended for Unit 12) for words such as joyful, employment, rejoiced.

If the word is a base word plus an ending, use this rule for the base

word first, then add the ending, e.g. joy + ful = joyful, rejoice + ed = rejoiced.

Remember Rule 2 (extended for Unit 12) for words such as prowl, howling, boil.

1. The sound [l] after some vowel sounds can cause a problem for some children. They become confused between the sound [l] on the end of a word and the ending [-le]. One is a sound, [l], and one is a syllable [-le]. The easy way to deal with this difficulty is to learn that … the letter [l] comes straight after a vowel sound, the ending [-le] comes straight after a consonant sound,

e.g. toil, coil, rail, peel, versus steeple, handle.

(We are not using words with the ending '-al' except for loyal and royal, which break this rule. The ending '-le' is, by far the most common. Words with the ending '-al' will be dealt with in the Red Program.)


SOUND/S FOR UNIT 23 (continued) Later Yellow Program

Note:- Discussion of Rule 2 (continued).

2. For the sound [s] after a long vowel in the word, use the letters '-se'. The sound [oi] is the one long vowel sound that breaks that rule.

See note below about the use of '-ce'.

3. For the sound [z] after a long vowel in the word, use the letters '-ze' or 'se'. After the vowel sound [oi], use the letters '-se' for the sound [z].

e.g. noise, noisy.

Remember Rule 5 (Unit 6) for words such as bounce, pounce, flounce.

The sound [s] after the letter 'n' is written with the letters 'ce'. e.g. bounce, not bounse; pounce, not pounse.

This rule also applies to the vowel sound [oi].

After the vowel sound [oi], use the letters '-ce', e.g. voice choice rejoice.

Rule 5 is now extended for Unit 22.

LEARN:

For words with the vowel sound [oi], use the letters 'oi' in the middle of the word, use the letters 'oy' at the end of the base word, use '-ce' for the sound [s] after [oi] at the end of the base word, use '-se' for the sound [z] after [oi] at the end of the base word.


RULE 5 (extended for Unit 23 ) Later Yellow Program

When do we use the letter 'c' to make the noise [s]????? 1. When the sound [s] comes after the letter 'n',

e.g. fence, fancy. 2. When the sound [s] comes after the long vowel sound

with the headphones,

( ______ e ) e.g. f a c e, r i c e .

Note to Teacher: There are only a few exceptions, e.g. tense, dense, case, dose, hose.

3. When the sound [s] comes after the vowel sound [oi],

e.g. voice, choice, rejoice.

When spelling words, if you can hear a [s] sound and it does not have 'e', 'i' or 'y'

coming straight after it, it can not be the letter 'c'.

However, the letter 's' can be used anytime. The letter 'c' making the sound [s] must have an 'e', 'i' or 'y' straight after it.

Rule:

Use the letter 'ce' to make an [s] sound:

1. when the sound [s] comes after the letter 'n'. 2. when the sound [s] comes after the long vowel sound with the headphones 3. when the sound [s] comes after the vowel sound [oi].


Spelling Rule

Unit 23

Rule 5

Use the letter 'ce' to make a [s] sound when

the sound [s] comes:

1. straight after the letter 'n'.

2. after the long vowel sound with the headphones.

3. after the vowel sound [oi].

Remember this!

If the letter 'c'is followed by

e, i or yit makes

the sound [s].



Spelling Rule Unit 23

The letters 'oi'….

go in the middle of a word

The letters 'oy'….

go at the end of a word

except:

The loyal royal family eats oysters

on their voyage.

Remember

this!



DAILY WORD STUDY Unit 23 Weeks 1 and 2 Later Yellow Program More Double vowels In Units 21-26, we will practise words containing the other long vowel sounds: As we deal with each sound, the shape containing that sound will be shaded in.

Remember that these are long vowels and the short vowel rules do not apply to the base

word. However, any hints or rules for these vowel sounds do apply to the base word!

In Unit 23, the focus is on ... the [oi] sound with the letters 'oi' ... at front, or in middle the [oi] sound with the letters 'oy' ... at end Remember to process the base word, use any rules needed, then add the ending ... as

illustrated with the first 3 words:

joined = join + ed = j-oi-n + ed base word = prowl ...

use 'oi' in middle then add '-ed' (verb in past tense)

enjoyment = en + joy + ment = en + j-oy + ment prefix = en

base word = joy ... use 'oy' on end

then add '-ment' voice = v-oi-ce ... use 'oi' in middle use '-ce' after 'oi'

ou ow

oo (long)

oo (short)

oi oy au aw al or

ar er ir ur


DAILY WORD STUDY Unit 23 Weeks 1 and 2 Later Yellow Program Use the words below:

Week 1

Monday joined enjoyment voice (j-oi-n + ed) (en + j-oy + ment) (v-oi-ce)

Tuesday recoil ointment destroy (re + c-oi-l) (oi-n-t + ment) (de + s-t-r-oy)

Wednesday annoy employer voyage (an + n-oy) (em + p-l-oy + er) (v-oy + age)

Thursday noise toilet rejoice ('-se' after long vwl) (t-oi-l + et) (re + j-oi-ce; '-ce' after [oi])

Week 2

Monday exploited avoid alloy (ex + p-l-oi-t + ed) (a + v-oi-d) (al + l-oy)

Tuesday envoy poise void (en + v-oy) ('-se' after long vwl)

Wednesday boiling joint destroyer (b-oi-l + ing) (al + l-oy) (de + s-t-r-oy + er)

Thursday joyful poison noisy (j-oy + ful) ('-se' after long vwel, ('-se' after long vwel,

then chop off 'e' to add '-on') then chop off 'e' to add '-y')


Teacher's Notes for ACTIVITY SHEET No. 23 Later Yellow Program

For the following weeks, the name and date requirements at the top of the page will vary. This will be revision of what the children have already been doing throughout the year.

Page 1

LISTENING #1 TS2.1 TS2.2 RS2.6 WS2.9 WS2.11 Spelling

∇ Tell the children to find the heading … Listening #1.

Remind the children that the letter 'l' comes after a vowel sound, the ending '-le' comes after a consonant, as discussed in Sound/s for Unit 22.

Teacher says the first word. Tell the children to decide what sound is coming before the sound [l]. Ask them to identify which letters they will need to use for the sound [l] … '-l' or '-le'. Tell the children to write that word in the correct column, using correct spelling. Repeat for each of the other words.

Use the following words:-

1. feel 3. steeple 5. trail 7. howl 9. hail 11. battle 2. boil 4. spoil 6. marble 8. fool 10. chuckle 12. coil


∇ Tell the children to find the heading … Listening #2.

Teacher says the first word. Tell the children to decide which letters for the sound [s] are required in the word that

they have just heard. Next, tell them to write the word, using the spelling rule in the correct column. Repeat for each of the other words.

Use the following words: 1. mouse 3. goose 5. bounce 7. dress 9. voice 11. face 2. mince 4. mess 6. floss 8. cheese 10. fuss 12. praise

.

LISTENING #3 TS2.2 RS2.6 RS2.8 WS2.9 WS2.11 Sound Awareness … prefix, base word, suffix

Tell the children to find the heading … Listening #3. Teacher says the first word.

Children identify the prefix. Ask the children to write the prefix in the correct column.

Next, children identify the base word. Repeat the word as necessary. Explain that the base word may not always be a real word. It is simply a base to 'build' a word on. Ask the children to write the base word in the correct column.

{Remind the children that, if the base word ends with the letter, 'e', they need to remember Rule 1 from Unit 8 … i.e. drop off the letter 'e' if the ending starts with a vowel.}

Children identify the suffix. (Repeat the word if necessary.) Ask the children to write the suffix in the correct column.

Repeat for each of the other words. Use the following words:-

1. disjointed 2. rejoicing 3. employer 4. appointment

Discuss the meaning of each of these words and make a sentence together to show the meaning. © Copyright 2011 Doorway To Learning Pty Ltd

TEACHER'S NOTES for ACTIVITY SHEET No. 23 (continued) Later Yellow Program

Page 2

SPELLING RS2.6 RS2.8 WS2.11 Word Building

∇ Tell the children to find the heading … Spelling


GRAMMAR #1 RS2.5 RS2.6 RS2.8 WS2.9 WS2.14 Adverbs

∇ Tell the children to find the heading … Grammar #1


GRAMMAR #2 RS2.5 RS2.6 RS2.8 WS2.9 WS2.11 WS2.14 Adjectives (-er or -est for comparing)

∇ Tell the children to find the heading … Grammar #2.


WORD KNOWLEDGE RS2.5 RS2.6 RS2.8 WS2.11 Word building and word meaning

Cards have been provided with syllables on, so that the children can practice (in groups, individually or as a class) making many different combinations with these syllables.

Making nonsense words is often just as much fun as making real words.

Some words that can be made with the cards provided include: repeated disgusted enjoyment exclaiming expecting disjointed annoying disloyal delightful employer exploited exploiting unfaithful destroyed repeatable employee enjoyable appointment distrustful employer

∇ Tell the children to find the heading … Word Knowledge.



Week 23 Unit 23 Sound Processing Cards for Word Building Activity ... Preýx-Base Word-Sufýx

Prefi xes:

redeex

emapan

unendis

Suffi xes:

ed

ing

ful

able

er

ment

al

ee

Yellow Program


Week 23 Unit 23 Sound Processing Cards for Word Building Activity ... Preýx-Base Word-Sufýx

peatpectlightfaithjoy

gustjointploystroypoint

noyploittrustclaimloy

Base Words:

Yellow Program


Word knowledge --- Choose a prefi x, a base word and a suffi x to build a word. Write it on the line beside its meaning.

outside often sadly never anywhere inside brightly everywhere seldom loudly weekly slowly

Where

6

1

2

3

4

57

8

9

10

1112

WhenHow

Are these words

adjectives or

adverbs?

cele


Spelling --- Build words. Use en as the prefi x.Use ed, ing, ment, er, ee or able (or none) as the suffi x. Add them to the base word ‘joy’.

Listening #2ss se

Listening #1l

Listening #3

base wordprefi x suffi x

Grammar #1 --- Write each of these words under its best heading.

Grammar #2 --- Use the endings er , est correctly in these words.

Joy is strong___ than me.

“I have read the long____ book in the whole wide world,” boasted Emily.

em de dis ap broid stroy loy point al ment er er

___________________ An arrangement to meet someone.

___________________ A person or thing that destroys.

___________________ To not be loyal.___________________ To do decorative needlework.

Joy explained,”My dog is dark_____ than your dog.”

TS 2.1, TS 2.2, RS 2.6, WS 2.9, WS 2.11 TS 2.1, TS 2.2, RS 2.6, WS 2.9, WS 2.11

TS 2.2, RS 2.6, RS 2.8WS 2.9, WS 2.11

RS 2.6, RS 2.8, WS 2.11

RS 2.5, RS 2.6, RS 2.8, WS 2.9, WS 2.14

RS 2.5, RS 2.6, RS 2.8WS 2.9, WS 2.11, WS 2.14

RS 2.5RS 2.6RS 2.8WS 2.11

joy

joy

joyjoyjoy

Activity Sheet No. 23Later Yellow Program



Finish this spelling rule: Rule 4

PUZZLE #1 Complete these words by putting in the correct sound. Choose from the sounds oo, ar, ou, ow, oi, oy. then write them in alphabetical order on the numbered lines in the turkey.

fr _ _n st_ _ls av_ _ded empl_ _ing cr_ _ched ch_ _ter p_ _nty

1. 2.

3. 4.

5.

6.

7.

PUZZLE #3 Edit this short story. Find and fix the punctuation and spelling mistakes.

proud tom watched his prize-wining blak sheepdog as it toock

the drouning girl to saftey you are sutch a brave dog tom

said to hiss wet pootch

After a short vowel use , all the other times use ‘ch’.

But not rich, , , much.

PUZZLE #4 Build 2 words from each of these words. Choose a letter from the column or columns at the side. Change the sound underlined.

♦

There once was a boy called Ben,

Who tried to take five from ______.

He got to four,

But knew it was _______.

So now he must try again!

PUZZLE #5 Fill in the missing rhyming words.

scowlg l

p r

f r

s p

graveoo

ee

ou

o-e

t

se

k

l

PUZZLE #2 Choose the best

wear, where, we’re to complete each sentence.

“________ going out to dinner,” said Mary.

She said, “I think I might _______ my new purple pants.”

“_________ are my new pants?” Mary yelled to her mum.

“They are _______ you left themyesterday,” replied Mum. “If you don’t hurry up, ________ going to be late.”

RS 2.6WS 2.9WS 2.11

RS 2.5RS 2.6WS 2.9WS 2.11

RS 2.6RS 2.8WS 2.10WS 2.11WS 2.14

RS 2.5RS 2.6WS 2.9WS 2.11

WS 2.11

RS 2.6WS 2.9WS 2.11

Spelling Sheet No. 23

spoon



* Write the word from those listed in the truck, that is the best to finish the group. The first one is done for you.

slipperydip,trees,park

season, Summer,

birthday, chocolate,

bird, fly,

bark, tree,

ride,saddle,

hot parkhorse nestshade cake

* Complete each of these sentences using an adverb from the list below. Use the kind of adverb listed. eg how = quickly --- The caterpillar wriggled _____________ out of the sun.

(how)quickly

The christmas lights shone _____________ . (where)

The christmas lights shone _____________ . (how)

The christmas lights shone ____________ . (when)

The noisy boy shouted _____________ . (when)

The noisy boy shouted _____________ . (where)

The noisy boy shouted _____________ . (how)

weekly always outside often yesterday loudly brightly everywhere

* Cut out the prefixes, base words and suffixes below and glue them on the back of this page, making four words.

octopus boat snorkel arm

* Write a or an on each of these lines.

___ loud boy stood by ___ bridge.

___ ugly giant grabbed at ___ oak tree.

“I have ___ cold,” moaned ___ sick little girl.

___ apple fell and landed on ___ caterpillar.

* Choose the best

wear, where, we’re to complete each sentence.

_________ are my shoes?

Can I ________ that bracelet?

__________ leaving today.

ploy

ploy

ploy

ploy

ploy

ploy

RS 2.5, RS 2.6, WS 2.9

WS 2.9, WS 2.10, WS 2.11, WS 2.14

RS 2.6WS 2.11

RS 2.6RS 2.8WS 2.9WS 2.14

RS 2.5RS 2.6RS 2.8WS 2.9WS 2.11

WS 2.10, WS 2.11

RS 2.6WS 2.11

Worksheet No. 23


reen

dis

ap

er ed men

tin

g

joy

mem

bpo

int

play

* Write one sentence using a couple of these words.

Remember to use the correct article a or an.

* Build words. Use em as the prefix.

Use ed, ing, ment, er, ee or able (or none) as the

suffix. Add them to the base word ‘ploy’.


ES2


StorySentences

ES2

Roy was quite joyful. He had enjoyed eating the Royaloysters. He had exploited the brave oyster farmers by paying only a few coins for the fresh oysters from the baskets full of moist shells. These men were not annoyed, as they hoisted the catch onto Roy's barge. The disloyal farmers were rejoicing that Roy had taken some of the King and Queen's prize catch. "Do not loiter on the way home, or the oysters will spoil," one of the oyster farmers had advised. Roy had not hesitated to get home fast. Roy's mum, Joy, who likes to embroider doilies, said it would be best to employ the good habit of boiling them in oil to avoid poisoning. Despite the extra toil, Joy pointed out that any spoilt oysters were to be coiled in foil and disposed of in the bin near the public toilets, where they would be collected and destroyed at the city dump.

1. How did Roy feel about his 'catch'?

2. What did the oyster farmer tell Roy?

3. What does Joy like to do?

4. How did they dispose of the spoilt oysters?


Questions

1. Where are the coins that the disloyal chap gave you?

2. I heard your voice as you rejoiced with your friends.

3. You will not be disappointed if you wear a royal blue dress to the wedding.

4. The noisy pointer on the weather vane fell with a clatter on to the castle roof.

5. The loyal soldiers shot poison arrows at the invading destroyer.

6. "Unemployment has dropped to an all time low," announced the news reporter.

7. Avoid having your meat spoilt by putting it in the fridge as soon as possible.

8. We're rejoicing that that noisy toilet has stopped gurgling at last!

9. I recoiled with shock when the tree suddenly fell across the driveway.

10. Make a good choice of what you wear, as the royal family may be visiting.

11. The moist patch of ground was an ideal place to plant the daffodils.

12. I enjoyed that play so much I may see it again.


Reading Sheet Unit 23

Yellow Program


© 2001 Doorway To Learning Pty Ltd www.dipl.com.au This page may be reproduced only for use by Thornton Public School.

Game 15

Bugs!! Goal -- To play a game of Bugs.

Requirements -- single die a pencil for each child pencil a piece of paper for each child 6 - 8 children

Instructions -- 1. Take turns at rolling the die. 2. Draw the part of the body that is for the number that has been rolled. (look in Scoring)

3. A body is needed before legs or tail can be drawn. 4. A head is needed before eyes or antenna can be drawn. 5. The winner is the fi rst player with a completed bug.

Scoring ---- roll ---- 1 = draw the body 2 = draw the head 3 = draw 1 leg (you need 6 of these)

4 = draw 1 eye (you need 2 of these)

5 = draw 1 antenna (you need 2 of these)

6 = draw the tail

© 2001 Doorway To Learning www.dipl.com.au This page may be reproduced.


Game: Instructions for BugsYellow Program


E No. 23 Game - Use Game 15 - Bugs

enjoyed

exploited

recoil

employer

alloy

choice

loiter

disappoint

destroyer

royalty

appointed

avoided

joint

embroider

annoy

Yellow Program


poison

oysters

disloyal

destroy

voice

E No. 23 Game - Use Game 15 - Bugs

wear

moist

oil

rejoicing

convoy

pointer

enjoyment

exploit

hoisted

joined

Yellow Program



Revision Unit No. 23

1. Colour in the bubble next to the correct answer to fi ll in each of the gaps.

1. I have _____________ our time at the beach. menjoed menoied menjoyed

2. Bill asked his _____________ for a holiday. memploier memployer memmployer

3. Lin made a doctors _____________. mappointment mapointment mappoytment

1. Finish the words using ‘oi’ or ‘oy’.2. Put the words into alphabetical order.

destr ___conv ___p ___ son

j ___ nedl ___ terb ___ l

1. Use the endings ‘er and ‘est’ correctly in each sentence.2. Underline the nouns.

1. Troy is fast ___ than Cleo.

2. Martin has the clean ___ bedroom in the house.

3. Amanda‛s kitten has the soft ___ fur of the l itter.

• Circle the correct wear, where, we’re.

1) Peter admitted he did not know wear, where, we’re the lolly shop was.

2) I will need to fi nd my soccer boots to wear, where, we’re on Saturday.

3) Wear, where, we’re going on a holiday in June.

• Correct the punctuation and spelling mistakes.

the exciteed croud cheered as the soccer teem ran onto the fi eld it was the grandfi nal and everywon hopped their teem would win

RS 2.5RS 2.6RS 2.8RS 2.9WS 2.11WS 2.14

Yellow Program


Outcomes and Indicators for ACTIVITY SHEET No. 23 Later Yellow Program

Page 1


The aim of this exercise is to listen to and follow a brief set of instructions; TS2.1 interpret a simple instruction from teacher or peer; TS2.1 demonstrate attentive listening; TS2.2 follow verbal instructions on how to complete an activity; TS2.2 hear a sequence of sounds in words; RS2.6 hear and articulate sounds in words; RS2.6 identify a spelling rule used in a spoken word (-l/-le); WS2.11 use a spelling rule used in a spoken word (-l/-le); WS2.11



The aim of this exercise is to demonstrate attentive listening; TS2.2

interpret simple instructions from teacher or peer; TS2.1 hear a sequence of sounds in words; RS2.6 hear and articulate sounds in words; RS2.6 identify a spelling rule used in a spoken word (-ss/-se/-ce); WS2.11 use a spelling rule used in a spoken word (-ss/-se/-ce); WS2.11 produce own written text (words); WS2.9 use correct spelling. WS2.11

.

LISTENING #3 TS2.2 RS2.6 RS2.8 WS2.9 WS2.11 Sound Awareness … prefix, base word, suffix

The aim of this exercise is to demonstrate attentive listening; TS2.2

follow verbal instructions on how to complete an activity; TS2.2 repeat sounds in words in correct sequence; TS2.2 listen to a word containing a suffix and a prefix; TS2.2

identify the prefix and write the prefix with correct spelling; RS2.6 RS2.8 WS2.11

identify the base word and write the base word with correct spelling; RS2.6 RS2.8 WS2.11

identify the suffix and write the suffix with correct spelling; Rs2.6 RS2.8 WS2.11


SPELLING RS2.6 RS2.8 WS2.11 Word Building

The aim of this exercise is to read printed text (words); RS2.6 understand about prefix, base word, suffix; RS2.6 RS2.8 blend syllables to make real words; RS2.6 RS2.8 WS2.11 produce a word family (same base word); RS2.6 RS2.8 WS2.11 use correct spelling. WS2.11

GRAMMAR #1 RS2.5 RS2.6 RS2.8 WS2.9 WS2.14 Adverbs

The aim of this exercise is to read and understand printed text (words); RS2.5 RS2.6 understand the use of an adverb; RS2.6 RS2.8 WS2.14 decide if an adverb is telling how, when or where; RS2.8 RS2.14 produce own written text (words); WS2.9 categorize words according to their meaning. RS2.5 RS2.6


Outcomes and Indicators for ACTIVITY SHEET No. 23 (continued) Later Yellow Program

Page 2

GRAMMAR #2 RS2.5 RS2.6 RS2.8 WS2.9 WS2.11 WS2.14 Adjectives (-er or -est for comparing)

The aim of this exercise is to read and understand printed text (sentences); RS2.5 RS2.6 use comprehension (cloze); RS2.5 RS2.6 understand that '-er' is used to compare 2 things,

whereas '-est' is used to compare 3 or more; RS2.6 RS2.8 WS2.14

use '-er' or '-est' to compare adjectives according to correct usage; WS2.14


WORD KNOWLEDGE RS2.5 RS2.6 RS2.8 WS2.11 Word building and word meaning

The aim of this exercise is to read and understand printed text (words); RS2.5 RS2.6 combine a prefix, a base and a suffix to make a real word;

RS2.6 RS2.8 WS2.11 use words with three syllables; RS2.6 RS2.8 WS2.11 understand word meanings; RS2.5 match a word to its meaning. RS2.5 RS2.6


Samples of Weekly Lessons - DIPL · Identify adjectives in written text (word list) Word building...

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Transcript of Samples of Weekly Lessons - DIPL · Identify adjectives in written text (word list) Word building...