Repeat the procedure for ‘snow’, ‘blow’, ‘crow’, ‘flow’, ‘grow’ and ‘show’. Draw learners’ attention to the consonant clusters at the beginning of ‘blow’, ‘crow’, ‘flow’ and ‘grow’ and the two letters making one sound at the beginning of ‘show’.
Student’s Book page 78 Listening and speaking 1 Before learners do the activity, give them the opportunity to work in pairs and retell the story. Then draw the class together to recap the sequence of events in the story:
Learners now do the activity on Workbook page 50. Check that they can read the instructions and understand what is being asked of them. Dictation: Use these or similar sentences for dictation to reinforce the spelling taught in this and previous units. x
The snow is deep.
x
A crow is black.
x
The seeds will grow in pots.
x
The stool is low.
x
The wind will blow the flag.
x
Penguin looking for his friends
x
Penguin running through the snow
x
Penguin sliding on the frosty ice
x
Penguin climbing up the hill
x
Penguin jumping into the air
x
Penguin finding his friends.
Reading and writing In this section learners are asked to draw a story map to show the sequence of events of the penguin looking for and finding his friends. They are then asked to write captions for the pictures.
x The clock is slow. To build on this work, ask learners if they know what are the two different ways of making the long vowel sound o, and confirm oa and ow. If the long vowel sound o is in the middle of words, how is it usually written? Confirm oa. This applies to single-syllable words. (Exceptions are ‘own’, ‘bowl’ and ‘grown’.) If the long vowel sound o is at the end of words, it is usually written ow. (Exceptions are ‘toe’, ‘foe’, ‘hoe’ and ‘Joe’.)
You could organise learners into groups of three for this activity, with each learner in a group taking responsibility for one picture. The pictures could be mounted in sequence for display. Learners could then discuss the captions before writing them.
Workbook page 51 Reading and writing
Give learners the opportunity to identify the correct representation of the long vowel sound o in words. They could point to or hold up a card or piece of paper with letters ow or oa written on them. Alternatively, they could write ow or oa when you say a word.
This section involves learners imagining that they are the penguin telling his story by completing sentences that are in sequence. Remind learners to read what they have written and check that it makes sense. Alternatively, they can read and check a partner’s work.
Suggested words: ‘coat’, ‘low’, ‘goal’, ‘loaf’, ‘blow’, ‘snow’, ‘boast’, ‘grow’, ‘moat’, ‘crow’, ‘toast’, ‘cloak’, ‘goal’, ‘float’, ‘show’, ‘flow’, ‘boat’, ‘row’, ‘coal’, ‘bow’, ‘goat’, ‘road’, ‘moan’, ‘tow’, ‘cloak’, ‘soap’
Support: You may need to provide the words for some learners to use.
Answers
Answers
my friends; snow; frosty ice; everywhere; the hill; the air; my friends
2 grow; slow; blow; glow; flow; throw 3 window; rainbow; pillow
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