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Today's lessons are about helping people meet their needs. You will begin by looking at how you help family members.
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You will read how a big brother helps his little sister at bedtime.
You will also learn how you can help other people in your community meet their needs.
Look at your calendar. What is today's date?
If the student has difficulty reading any of the text, read it aloud to him or her.
Put the cards that show today's date on the Calendar Wall.
If necessary, assist the student to write in the answers to the following questions.
Today's date is 
.
What is the current month?
What is the current year?
Print today's weather forecast.
Discuss today's forecast with the student.
What is tomorrow's forecast?
Look outside. Draw the symbol or symbols for the current weather on the calendar in the square for today's date.
Discuss the current weather with the student. Have the student draw the symbol on the correct calendar square.
Work on Module 1: Day 10 in Mathematics 2.
Do you remember how children help serve the community? Circle 
or 
.
Review many ways children can serve the community by shovelling sidewalks, visiting sick people or elderly people, picking up litter, doing errands, and so on.
There are ways you can help your family members as well, especially if you have younger brothers or sisters.
Do you have younger brothers and sisters? Circle or .
Discuss the student's younger siblings. Have the student pretend to have a younger brother or sister if he or she does not have one.
Babies and very young children have special needs. There are many things they cannot do.
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What can you do when you are playing with a younger child?
Discuss some things he or she can do when playing with a younger child.
How do you think you could help a younger brother or sister get ready for bed?
Encourage the student to think of ways he or she could help a younger sibling get ready for bed.
Read the following story called "Bedtime."
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Big brother was helping little sister go to bed.
"I'm not sleepy," said little sister.
"I know. Just put your pajamas on, and I'll read you a story," replied big brother.
"I'm not sleepy," said little sister.
"I know. Just climb under the blankets and I'll read you a story," replied big brother.
"I'm not sleepy," said little sister.
"I know. Just close your eyes while I read the story," said big brother.
Big brother finished the story.
"Good night little sister." |
Can you remember what you call the little marks before and after the words that the brother and sister
say? Circle or .
Did you say quotation marks? If you did, you were right!
What do quotation marks tell the reader?
Yes, quotation marks show that someone is talking.
Read what little sister said.
Now read what big brother said.
Have the student read what little sister said and then what big brother said. Ensure that he or she reads only those words, and not the "said big brother" or "said little sister" part.
Who said, "I'm not sleepy"?
Who said, "I know. Just close your eyes while I read the story"?
Have the student print the answers (little sister is saying the first line and big brother the next lines).
Do you know someone like the big brother in this story? Circle or .
Have the student talk about someone they know who is like the big brother.
Do you think the big brother tricked his little sister into going to bed? Circle or .
Can you think of a different way to convince a younger person to go to bed?
Discuss another way of getting a younger person into bed.
Now reread the whole story silently.
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Take out your journal. Turn to the Reading Response section.
Think about the story "Bedtime." Finish the following sentences that have been started. Print them in your journal.
Always remember to print the day's date at the top of the page in your journal.
Discuss each sentence starter with the student and his or her response to it. Then have the student copy each one down and print the response in his or her journal.
Ellicit that little sister wanted big brother to read a story.
Refer to the Home Instructor's Guide.
Look at the two words your home instructor printed on the coloured index cards. When you have practised them and can read them aloud, tape them on the Word Wall.
These words are from the story "Bedtime." Read them to your home instructor.
Remember, if you have a hard time saying a word, look at how it starts. Then try to sound it out. Is there a little word in it that you know? Look at how the word ends.
Practise the look - say - cover and see - write - check way of learning to spell these new words.
Refer the student to the "Learning to Spell a Word" chart from Day 2 for these steps.
Find the new words in the pillow shapes to complete the following sentences. Print the words.
1. "I don't want to go home yet," __________________ Jeffrey.
2. "Help your __________________ put his shoes on," said Father.
3. "Do you __________________ to show your new toy to your __________________?" asked Mother.
The answers are as follows: said; brother; want, little, sister.
Find little words in each of the following words and print them on the lines.
little ______________________________________
brother ______________________________________
sister ______________________________________
finished ______________________________________
want ______________________________________
The words are as follows: it or lit; her, other, rot, or the; is; in, fin, shed, she, or finish; an or ant.
Take out six white index cards.
Print the six new words on white index cards. Put the cards on your Word Wall.
Take out your Collections Writing Dictionary.
Print the six new words in your dictionary.
If there are any other words from the story "Bedtime" that the student would like to add to the Word Wall, have him or her print them on index cards and tape them on the Word Wall now.
Like big brother in the story "Bedtime," you may have helped someone younger than you. You will use a special way to talk about it with your home instructor.
What does a tape recorder do?
Have the student respond that a tape recorder repeats what was said.
Do you think you can be a human tape recorder? Circle or . Try it!
Explain how people can be tape recorders.
Think of a time when you helped someone younger than yourself. Tell your home instructor about it. You will then hear the human tape recorder retell what you said!
This activity focuses on the listening and speaking skills of the student. Have the student relate a time when he or she helped a younger individual. You act as the "tape recorder." Model listening carefully and then repeat what the student said. The object is not to repeat word for word but to retell in your own words what was said. Sit face to face with the student and take turns speaking and listening.
When it is your home instructor's turn, listen very carefully so that you can be a human tape recorder, too!
You will relate a story about a younger sibling or a time you helped someone younger. This time you will listen to the student as he or she is the "human tape recorder."
Refer to the Home Instructor's Guide for instructions about this activity.
If you have time to do an extra activity, your home instructor will help you.
Both you and the student read silently for ten minutes.
Remember, reading silently means to read to yourself quietly. Enjoy your reading time!
These are words from the story "Bedtime." Read them aloud.
little
big
sister
Which vowel is in every word?
Have the student print the vowel (i) that is found in every word. Tell the student that each word has the "short i" sound.
Circle the short i vowel in each word.
Think of some other words that have a short i vowel sound. Print them in the following suns.
Have the student think of any three words that have "short i," such as hill, bill, fill, lid, big, or pig to print in the shapes.
Now, you will be working with more words that have the short i vowel sound in them.
Refer to the Home Instructor's Guide for information about this activity.
Do pages 25 and 26.
Refer to the Home Instructor's Guide for information about this activity.
Turn to the Home Instructor's Guide for information about this activity.
Review the following four basic needs: food, shelter, clothing, and affection. Have the student print them.
Everyone is different. Sometimes these needs are more difficult for some people to meet. We try to work together to help each other meet these needs.
Name some places in your community that help people meet each of these needs.
Have the student answer orally. Acceptable answers are grocery stores, restaurants, apartment buildings, houses, tents, senior-citizen housing, department stores, clothing stores, shopping centres, the homes of family and friends, and so on.
Do you know any senior citizens in your community? Circle or .
Explain to the student who a senior or senior citizen is. Discuss people the student knows who are senior citizens.
Senior citizens or seniors are the oldest members of the community. If they no longer work outside the home, they often are busy with things, such as caring for their families, their homes and gardens, or their pets. Many volunteer to help others with groups and activities in the community. Also, many have the opportunity to learn new hobbies, such as music, hiking, painting, golfing, dancing, photography, or travelling.
Talk about the active, productive, and enjoyable lives of many seniors. Explain the term volunteer.
Some seniors may not be able to do these activities because of health problems. Then, other seniors and members of the community may help them meet their needs of everyday living.
Sometimes seniors who cannot go out as much have people who will bring them meals, do chores, or visit. Some have pets that keep them happy and provide good company, too.
Discuss that some seniors may experience difficulty getting around and may no longer have a car. Some may require extra care and help with meals, shopping, or other everyday activities.
Discuss that the needs of some senior citizens are sometimes met by living with family, in special homes, or in hospitals. Some have their own houses, but they may have people (family, friends, professionals) who come in to help with needs, such as food and clothing. Others may live in their own homes on their own successfully.
Think of the four needs we all have. Then tell your home instructor how the senior citizens you know meet their needs.
Discuss with your student some different capabilities of senior citizens whom the student knows.
There are other people in the community who meet their needs much differently than you. Can you think who they are?
For example, what are some ways that the needs of pre-schoolers are met?
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Are they quite different from the way you meet your needs?
Have the student answer orally. Talk about how people meet their needs in different ways. Discuss others, such as babies, pre-schoolers, older children, teens, adults, the mentally and physically challenged, single parents, children with no parents or one parent, unemployed people, and so on.
Children sometimes need help from the community. In some communities, there are Block Parents, foster homes, and group homes that offer safety and support.
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A Block-Parent Home |
How could adults who are out of work meet their needs?
Some communities have food banks, safe shelters, and clothing available for people who need it.
People have different mental and physical abilities. Can you think of ways you may help others? Can you think of ways others may help you meet your needs?
Discuss how the student meets his or her needs in the same ways or differently than others.
Discuss that people in the community may have aids to help them, such as seeing-eye dogs or helper dogs, books in Braille, special telephones and other technology to help the hearing impaired, bus services, wheelchair accessibility, and so on. Some mentally challenged people may have "live-in" assistance for everyday living. Your student may give help to another to find food, shelter, clothing, and provide affection.
People in the community help each other in many different ways.
Complete Day 10: Assignment 1.
Did you enjoy drawing the things you learned today?
What was the most fun thing you did today?
What was the most difficult thing you did today?
Is there anything else you would like to talk about that you did today?
When you finish "Looking Back," complete Day 10: Learning Log. Have the student include his or her comments.
Find a favourite spot, relax, and enjoy the story!
Choose something you did today that you would like to share with a friend or family member.
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You may choose to read the story "Bedtime" to a family member or friend or you could role-play the events in the story with him or her.
Copyright ©2004, Alberta Learning.
