- to make a picture?………………………………………………………………
- a bird of prey? ………………………………………………………………….
- to drag or pull? …………………………………………………………………
- a season? ……………………………………………………………………….
- not good? ……………………………………………………………………….
- a foot of a dog …………………………………………………………………..
- early morning …………………………………………………………………..
- a boy’s name…………………………………………………………………….
- a cup and …………..?…………………………………………………………..
- the name of a month? …………………………………………………………..
| LO 2.8 | LO 3.4.3 | LO 4.5.5 | LO 6.2.4 |
- Choose “or”, “all” or “alk” words to complete the sentences.
1. Jack went f…………………………… a w…………………………………….
2. The t……………………………. man plays sp………………………………..
3. I went to the m………………………… to t…………………………… to the
sh………………………………….. man about the th…………………... in my finger.
4. I eat with a knife and …………………………………………………………...
5. I play b……………………………… against the w……………………………
6. The baby st……………………… was b………………………... in the spring.
7. I write with ch…………………………………………………… on the board.
8. Baby has a sm……………………………….. b……………………………….
9. Be careful, you will f……………………………………………………………
10. Let us …………………………. go to the h……………………. for the show.
- Use one of these words to finish these sentences.
1. The bird flew …………………………………………………………………...
2. I sat …………………………………………………………………………….
3. Mum put the jam ……………………………………………………………….
4. The dog jumped ………………………………………………………………...
5. I tied the ribbon ………………………………………………………………...
| LO 4.5.5 | LO 4.5.6 | LO 5.2.1 |
- Poor Cousin Tubs is in hospital!
- Design a get-well card for him.
- Make it with cut-out windows and/or moving parts.
- Maybe you would like to discuss how to make your card in groups.
- Decide what you need and make a list.
- Design your card, before you begin.
- Display the class’ cards in the room or in the passage.
- The mice will be sure to find them there and then they can take them to poor Cousin Tubs.
| LO 1.1 | LO 3.1.1 | LO 4.4.2 | LO 5.1.1 |
Your get-well card for cousin tubs
| LO 4.4.1 | LO 4.4.2 |
| LO 4.7.1 |
Assessment
Learning Outcome 1: LISTENING : The learner is able to listen for information and enjoyment and respond appropriately and critically in a wider range of situations
Assessment Standard 1.1: We know this when the learner listens attentively and responds to an extended sequence of instructions appropriate to the learner’s level;
Learning Outcome 2: SPEAKING : The learner is able to communicate confidently and effectively in spoken language in a wide range of situations.
Assessment Standard 2.8: We know this when the learner engages in a conversation as a social skill;
Learning Outcome 3: READING AND VIEWING : The learner is able to read and view for information and enjoyment and respond critically to the aesthetic, cultural and emotional values in texts.
Assessment Standard 3.1: We know this when the learner uses visual cues to make meaning:
3.1.1 reads graphical texts such as photographs, maps, flow diagrams, charts;
Assessment Standard 3.4: We know this when the learner consolidates phonic knowledge:
3.4.3 recognises some more vowel sounds spelled with two letters;
Learning Outcome 4: WRITING : The learner is able to write different kinds of factual and imaginative texts for a wide range of purposes.
Assessment Standard 4.4: We know this when the learner ‘publishes’ (make public) own writing:
4.4.1 shares work with others by reading it aloud and/or displaying it in the classroom;
Assessment Standard 4.5: We know this when the learner builds vocabulary and spells words independently:
4.5.5 uses knowledge of phonics and spelling rules to write unfamiliar words;
4.5.6 uses knowledge of phonics and spelling rules to write unfamiliar words;
Assessment Standard 4.7: We know this when the learner writes legibly:
- writes with ease and increasing speed as a result of frequent practice;
Learning Outcome 5: THINKING AND REASONING : The learner is able to use language to think and reason, and access, process and use information for learning.
Assessment Standard 5.1: We know this when the learner uses language to develop concepts:
5.1.1 understands and uses the conceptual language of different learning areas necessary at this level and in preparation for the next level;
Assessment Standard 5.2: We know this when the learner uses language to think and reason:
5.2.1 understands and uses language for logic and reasoning (e.g. cause and effect, drawing conclusions);
Learning Outcome 6: LANGUAGE STRUCTURE AND USE : The learner will know and be able to use the sounds, words and grammar of the language to create and interpret texts.
Assessment Standard 6.2: We know this when the learner works with words
6.2.4 identifies and uses more synonyms and antonyms.