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Calvert Education • Lesson 8
01LMA
40
NotesLesson 8Materialscrayons (Optional)
tall, clear glass jar
1 cup clear carbonated soda
dried spaghetti pasta
food coloring
metric ruler
magazine pictures of two or three animals or the book
Weird Animals by Tammy Everts (Crabtree, 1995)
two strips of paper, ribbon, or fl at sticks
instant camera (Optional)
photograph of a simple shape (Optional)
BooksReading Work Pages
Here We Go!
Science: A Closer Look
Activity Pages
Student Assignments ❑ MATHEMATICS
❑ READING
___Complete Work Page 17–20, Reading Work Pages
___Read “A Day at School,” Here We Go!
___Complete Th ink About the Story, p. 64, Here We Go!
___Complete exercises and answer questions
___Complete Reading Checkpoint
❑ SCIENCE
___Read pp. 14–15, Science: A Closer Look
___ Complete Science Activity 5, Activity Pages
___Complete Science Checkpoint
❑ SCIENCE & COMPUTER SKILLS
___View the online lesson Processor & Input/Output
Devices (length 9 minutes)
___Draw, label, and discuss computer parts
___Complete Computer Skills Activity 1, Activity Pages
❑ GAMES AND ACTIVITIES
___Play “Jump the Brook”
MathematicsComplete today’s Math Lesson in the separate Math Lesson Manual.
ReadingIntroduction: Today your student will blend short a words. He will read a
story, compare and contrast characters, draw conclusions, sequence events, and
summarize. He will identify and dictate rhyming words, and will recognize the
use of a capital letter at the beginning of a sentence.
Phonics
Objective: to blend short a words
Write Pam on the chalkboard or a piece of paper. Underline a. Remind your
student of the short a sound, /ă/. Have your student look carefully at the word,
think about the sounds for the letters h, a, t, and blend the word sound by sound.
Repeat with other short a words from the story: at, sat, can, Nat, tap, fan, cat,
pat, nap.
Directed Reading
Objectives: to summarize; to compare and contrast; to draw conclusions; to
recognize the sequence of events in a story
Introduce the story words add, playground, read, school, sing, and teacher using
Work Page 17 in the Reading Work Pages. Help your student to understand the
meaning of each. Use these words as a reference when you and your student talk
about the story. Your student does not need to master these words.
Provide your student with the Here We Go! reader, and have him locate the story
“A Day at School” on p. 4 of the table of contents. Have him fi nd the page number
Lesson 8Lesson 8
Notes
Calvert Education • Lesson 8
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Noteson which the story begins and turn to this page in the text. (p. 46) Introduce
the author and the photographer. Ask your student to tell how a photographer
is diff erent from an illustrator. (A photographer uses a camera to take pictures
[photographs]. An illustrator draws or paints the pictures.)
Have your student turn to p. 47 and read the title. Explain that this story is
about things three children can do at school. Have your student predict what the
children might do.
Tell your student that aft er you read the story you want to tell what these
children can do at school. Explain that you will try to remember the important
things as you read the story.
Explain that thinking about how things are alike and diff erent can help you
remember and retell stories. Remind your student that he used that skill when he
read “Cam and Pat.”
Guide your student’s reading of the story with these questions.
pp. 48–49 What does Pam do at the beginning of the story? (Pam goes to school
with her mother and meets her teacher and classmates.)
pp. 50–51 What can Nat and Pam both do? (Th ey can read.)
p. 52 What instrument is Pam playing? (a drum)
pp. 54–55 What is diff erent about the shapes Pam and Jen cut? (Pam cut a fan
and Jen cut a cat.)
pp. 56–57 What happens when Pam and Nat add up the counters? (Th ey fi nd
out there are fi ve counters.)
pp. 58–59 Where do Pam, Nat, and Jen play at the playground? (Th ey play on
the jungle gym.)
pp. 60–61 Why does the pet need a nap? (It is tired from playing with
the children.)
pp. 62–63 What is the last thing that Pam does in the story? (She gets on the
school bus to go home.) Why do you think Pam likes her new school? (Pam has
made new friends and seems to like the things she does at school.)
Once your student has fi nished reading, discuss the Th ink About the Story
questions on p. 64. Tell your student that to answer the fi rst question, he will
have to summarize. Explain that in order to summarize we need to think about
all the important things that happened in the story. We learned that at school, the
children can read, add, cut out shapes, play, and pat the rabbit. If there is time,
have your student reread the story aloud to you.
Application: Have your student complete Work Page 18 in the Reading Work
Pages to demonstrate his understanding of the story.
Comprehension
Objectives: to compare and contrast an event in a story; to record likenesses and
diff erences in a graphic organizer
Point out that things can be alike in some ways and diff erent in others. Show
your student a red pencil and a blue pencil (or two diff erent pencils). Ask him
to tell how they are alike. (Th ey are both pencils. Both have erasers and points.)
Explain that alike means the same.
Calvert Education • Lesson 8
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Notes Ask how the pencils are diff erent. (One is red; the other is blue.) Explain that
diff erent means not the same. Say that some things in a story may be alike in some
ways and diff erent in some ways.
Demonstrate how to compare and contrast. Remind your student that in the
story “A Day at School,” Pam and Jen are both doing the same activity. Th ey are
both cutting out pictures. Th e girls are cutting out diff erent things, though. Pam
is cutting out a fan, and Jen is cutting out a cat.
Tell your student that we can show how things are alike and how they are
diff erent in a diagram. Introduce the Venn diagram found on Work Page 19.
Explain how it can be used to show how a jungle gym and a swing set are alike
and diff erent. Discuss the two pieces of equipment and review the diagram. Note
that the center overlap shows how the two are alike, and the outside parts show
how the two are diff erent.
jungle gymused for
climbing
doesn’t move
bothfound on
the
playground
used for
playing
swing setused for
swinging
moves back
and forth
Application: Have your student complete Work Page 20 in Reading Work Pages
to practice the skill of comparing and contrasting.
Vocabulary
Objective: to identify and dictate rhyming words
Write the word big on the chalkboard or piece of paper. Say the word and have
your student repeat it. Th en read aloud “A Pig.” Have your student clap when he
hears a word that rhymes with big.
A Pig
A pig
In a wig
Did a jig
For a fig.
Th en write and read aloud “A Cat.” Have your student suggest rhyming words
to complete the second and third lines.
Calvert Education • Lesson 8
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NotesA Cat
A cat
In a ____
Chased a ____
Off the mat.
Reread the rhymes together. If you wish, your student can illustrate and label
one of them.
Grammar Skills
Objective: to identify and use a capital letter at the beginning of a sentence
Have your student dictate sentences about what he is doing today. Write his
sentences on the chalkboard or a sheet of paper. Have him circle the capital letters
he sees. Point out that each sentence begins with a capital letter.
Go over these points.
• Th e fi rst word in a sentence always begins with a capital letter.
• Th e dot at the end of the sentence is called a period.
• Th e period shows where the sentence ends.
Have your student dictate more sentences. At the beginning of each sentence,
pause and ask what kind of letter you should use at the beginning of the sentence.
Application: Have your student write a sentence, being sure to begin with a
capital letter.
Complete Reading Checkpoint
ScienceObjective: to model the scientifi c method, which scientists use to learn about the
world around them
Introduction: Your student has been learning about skills and methods that
scientists use to investigate the world around them. Prompt your student’s inquiry
by showing him pictures of animals or by reading a book such as Weird Animals
by Tammy Everts (Crabtree, 1995). Aft er viewing the pictures or reading the
book, ask your student the following questions.
1. What did you notice about the animals?
2. What else would you like to know about these animals?
3. How could you fi nd the answers to your questions?
Have your student discuss the materials he would need and what he would do to
fi nd out more about the animals. Discuss how he might learn more by observing,
comparing, and investigating.
In this lesson, your student is going to model the scientifi c method.
Calvert Education • Lesson 8
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Notes Instruction: Read pp. 14–15 in the textbook with your student. Ask your student
the following questions as you read. (Your student may require verbal prompting
to arrive at a reasonable response.)
1. Why is it a good idea to try the plan a second time? (possible answers: to
double-check the results; to be sure that you did not make a mistake the
fi rst time)
2. What would you do if the results of a second try were diff erent from the
fi rst try? (Possible answers: Try the plan again; ask someone else what
results he or she got from the same experiment.)
3. What would you do if the results never came out the same? (Possible
answer: Make a new plan and start over.)
Have your student look at the chart showing the scientifi c method on p. 15
of Science: A Closer Look. Have him match each step to the relevant picture
or caption on pp. 12–15 in the textbook. Complete the Th ink, Talk, and Write
activity on p. 15 with your student. Your student may require verbal prompting
and assistance with writing.
Application: Complete Science Activity 5: Floating Pasta in the Activity Pages.
Peanuts or raisins may be substituted for the pasta.
Discussion Questions: Discuss the following questions with your student. Your
student may use the textbook pages for help answering these questions.
1. How can you investigate a scientifi c question? (Ask a question, make a
prediction, make a plan, follow the plan, and record the results.)
2. Why is it good to try your plan more than once? (to be sure your results are
similar each time)
Note: From this point forward, Science: A Closer Look will be referred to
as Science.
Enrichment: Provide your student with index cards labeled with the Observe,
Ask a Question, Make a Prediction, and Make a Plan steps of the scientific
method. Tell your student to choose one of the following pictures and to observe
the animal, ask a question about it, make a prediction about it, and make a
plan to find an answer to the question. Have your student write or draw on the
scientific method index cards what he would do for each step, and put the index
cards in the proper order.
1 2 3
Complete Science Checkpoint
Calvert Education • Lesson 8
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NotesScience & Computer Skills Objective: to identify the basic parts of a computer, including the keyboard,
monitor, mouse, speakers, printer, and processor
Key Terms
keyboard monitor
mouse speakers
printer processor
Introduction: Begin by having your student look at the parts of the scientifi c
method on p. 15 in Science. Tell him that just as there are parts of the scientifi c
method that help scientists solve problems, there are also parts to other things.
Tell him the computer has specifi c parts that make it work.
Instruction: Have your student take a seat in front of the computer, and then
point out the computer’s mouse, which he should be able to identify from the fi rst
lesson in this course. Invite him to name any other parts of the computer he may
know. Ask him to try to make a good guess about how each of these parts is used.
Say: People use some of these parts to put information into the computer. Th ese
are called input devices. People use other parts to get information out of the
computer. Th ese are called output devices. Th ink about this idea as we watch the
lesson together. Now, view the online lesson Processor and Input/Output
Devices.
Application: When he has fi nished the online lesson, have your student draw a
picture showing the diff erent computer parts presented in the lesson: keyboard,
mouse, monitor, speakers, printer, and processor. Prompt him to include any
parts he may have omitted. Discuss his drawing with him, and ask him to explain
the purpose of each part. If your student struggles to remember the names of
the parts, you may say the names and have him point to them on his drawing. It
is more important that he understands the purpose of each part and that he can
recognize each part when it is named. Help him categorize each part by having
him explain which parts are input devices and which parts are output devices.
Talk about why each part fi ts into its correct category. Th is is a good opportunity
to review direction words and words describing the senses.
Turn to Computer Skills Activity 1: Computer Parts Memory, located in the
Activity Pages. Help your student cut out the cards, and play a game of “Memory”
or “Concentration.” Shuffl e the cards, and then spread the cards face down on
the table. Take turns turning over two cards at a time. Players may keep any
matching card pairs turned over. Th e player who makes the most matches wins.
For reinforcement, have your student try to identify the computer part shown on
the cards turned over during the game.
Calvert Education • Lesson 8
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Notes
Games and ActivitiesJump the Brook: Using two strips of paper, ribbons, or fl at sticks, mark off a 5-inch
space on the fl oor or ground. Say to your student: Let’s pretend that you are out
walking and you fi nd this brook. You have to jump across it to continue on your
way.
Aft er your student has jumped over the space, widen it a few inches and say: It
rained last night, and now the brook is wider.
Aft er each successful jump, widen the stream a little. When your student can
no longer jump across the brook, say: Your feet are wet! Now you must go home
to let them dry.
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