Building Skills
Word Skills
Write the word nutrients on the board.
Say and ask: We are going to make a word web that will expand our ideas about what nutrients are. Who can tell me something about nutrients? Who can provide a definition? Who can name some nutrients?
Record children’s answers.
Say: Let’s talk about nutrients in two ways. Let’s think about nutrients as maintaining life and also as promoting growth.
Invite children to discuss what more they know now that you have provided them with these two subheadings. Record their answers.
Ask: Now we have discussed nutrients and listed what we know, who can provide a summary of what they now know about nutrients?
Phonics
Write the following sentences on the board: Their heads are bowed. She shakes her boughs. Have children read the sentences aloud and comment on the similarities and differences between boughs and bowed. Write the words bough and enough on the board and have children read the words and then comment on the different pronunciation of ough in each word. Write the words dough, cough, and ought on the board.
Say: Read these words and then share with the group the different sounds you now know for ough.
Have children suggest and/or find more words with the ough spelling pattern and comment on the pronunciation.
Grammar
Discuss what makes a sentence. (It needs a subject and a predicate.) Write the following on the board:
Lifts his head and yawns as he stretches his limbs
Poppa Pine lifts his head and yawns as he stretches his limbs
Say and ask: The first set of words is not a complete sentence because it does not have a subject. It only has a predicate. The second set of words is a sentence because it has a subject and a predicate. Who can tell me which words are the subject?
Write Shakes her bough and yawns on the board.
Ask: Is this a sentence? Why or why not? Who can change these words into a sentence?
Have children complete the Worksheet by rewriting the words or phrases as complete sentences.
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