or 
.
You're going to talk about how your community helps you meet your needs.
There are many ways it does that.
Can you think of any right now? Circle or .
Look at your calendar. What is today's date?
Put the cards that show today's date on the Calendar Wall.
Today's date is 
.
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.
Can you list the four seasons of the year?
Have the student print the answers. Review the four seasons with the student.
What is the season now?
Have you seen many changes already this fall? Talk with your home instructor about the signs of the season you have seen.
Talk about the fall season and the changes that occur, such as fewer daylight hours, cooler temperatures and more precipitation, animal activity (birds flying south), plant growth (flowers and vegetable gardens, leaves turning colour), and the kind of clothing worn at this time of year.
Work on Module 1: Day 14 in Mathematics 2.
Refer to the Home Instructor's Guide for today's high-frequency words.
Look at the two words on coloured index cards. Say them aloud and practise them. Then tape them on the Word Wall.
Have you ever had the hiccups? Circle or . How did it
feel? How did you get rid of them?
Have the student answer the questions orally. Hiccups are uncomfortable and not always easy to get rid of.
Read the following title and look at the pictures.
Willy Weasel: Hic! Oh Dear! It didn't work! Clever Coyote, do you know how to get rid of the hiccups?
Clever Coyote: Funny you should ask. Yes, I do. Come closer and I'll tell you.
Willy Weasel: Hic! Is this close enough?
Willy Weasel: It worked! It worked! My hiccups are gone. Thank you, Clever Coyote. |
||||||||||||||||||||||||||||||||
How can you tell this is a play?
What tells you that the text of "The Hiccups" will be different from that of a story?
Where do you think the setting is?
Have the student answer the questions orally. Discuss how you can tell this is a play: the names of the characters are listed together in bold; there are stage directions and dialogue between the characters. Tell the student why certain words are in small print and brackets. The words in brackets give stage directions—they tell what the character is to do. The forest is probably the setting as animals are involved.
Read the list of characters aloud.
Read the first part of the play aloud.
Did you think Prickly Porcupine's idea for getting rid of hiccups would work for Willy Weasel? Circle
or .
Discuss if climbing a tree slowly will get rid of hiccups.
Read the second part. Was your prediction correct? Circle or .
Elicit the other characters will give Willy Weasel advice as to how to get rid of hiccups.
What do you think could happen in the rest of the play? Read the play out loud to find out.
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Why did Clever Coyote ask Willy Weasel to come closer?
Elicit the coyote wants to scare the hiccups away.
Read the play again, this time silently.
Take out your journal. Turn to the Reading Response section.
To help you think about the play "The Hiccups," use the following sentence starters. Copy the sentence starters into your journal and finish each sentence.
Discuss each sentence starter with the student and his or her response to it. Then have the student print the response in his or her journal.
Remember to print the day's date at the top of the page.
You too can be a playwright! Add two more characters to the play "The Hiccups."
Explain that a playwright is a person who writes plays.
Complete Day 14: Assignment 5.
Refer to the Home Instructor's Guide for more information about the assignment.
These words are from the play "The Hiccups." 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 and cover - see - write - check way of learning to spell these new words.
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Use your new words from the boxes to complete the following sentences.
1. I ________________________ know you were coming to the party. I'm glad you came.
2. How many times a week does ________________________ brother play hockey?
3. Marek always forgets to ________________________ the door.
4. ________________________ said, "It ________________________ for me"?
5. Sean ate too much candy. He said, "That's ________________________ for me."
Print the answers to the following questions.
The answers are as follows: didn't; your; close; who, works; and enough.
Rearrange the letters in who to make a new word.
The answer is how.
What is the opposite of close?
The answer is open.
Try to find a little word in each of the following words. Print it on the line. Can you find two little words in some?
| didn't ________________________ | your ________________________ | |
| works ________________________ | enough ________________________ |
Some answers are as follows: did; you, our; work, or; and no.
Take out five white index cards.
Print the five words on the white index cards. Put the cards on your Word Wall.
Take out your Collections Writing Dictionary.
Print the five new words in your dictionary.
If there are any other words from the play "The Hiccups" 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.
Both you and the student read silently for ten minutes.
Enjoy your reading time.
Read each word aloud. Circle the vowel in each word.
gull
nut
sum
gum
luck
us
What is the vowel? Print it in the balloon. 
Think of four words that have the short u vowel sound. Print them in the balloons.
You will be working with more words that have the short u vowel sound.
Refer to the Home Instructor's Guide for more information.
Do pages 33 and 34.
In the play "The Hiccups," Willy Weasel turned to the other animals in his community when he needed help.
On Day 11, you learned how services and facilities meet different needs of people.
Review the services and facilities in the student's community. Discuss the needs of the student and his or her family and whether they are met in the community.
Have you thought about how your community meets your and your family's needs? Circle or .
Review the four basic needs. Discuss other needs the student and the community may have, such as health, recreational, educational, spiritual, and any others the student feels are important.
Where do you and your family go to have fun in your community?
Have the student print the answer. Elicit recreational centre, the park, hockey/skating rink, movie theatre, playground, swimming pool, and so on.
Does your community meet your need to have fun or recreation? Circle or .
Discuss whether the student's and his or her family's recreational needs are met in the community.
What facilities in your community meet your health needs?
Have the student print the answer. Elicit hospital, clinic, doctor's or dentist's office, and so on.
Does your community meet your health needs? Circle or .
Discuss whether the student's and his or her family's health needs are met in the community.
Think of your needs. What are they?
Have the student print the answer. Brainstorm with the student some of his or her needs, such as food, shelter, clothing, affection, recreational, health, educational, safety, spiritual, and any others the student feels are important.
Look at the list of needs you just printed. Does your community meet all those needs? Circle or . Do you sometimes have to travel to another place to have your needs
met?
Have the student answer the questions orally. Discuss whether all the student's needs are met in his or her community. Where are those needs met if not in the community? Have the student explain why he or she thinks the community is or isn't a good place to live.
Is your community a good place to live? Circle or . Why or why
not?
You know many of the services and facilities your community provides, but do you know where they are?
Look at the following map showing part of Elena and Jasper's community. It shows where certain services and facilities are.
Look at the legend at the bottom left-hand corner of the map. Why do you think it is there?
Have the student answer the questions orally. Explain to the student that a legend helps a person read a map. It is a special code. Show how the symbols represent the places on the map. For example, the + means "Hospital." Have the student find the + symbol on the map. Explain that this is the hospital. Tell the student that sometimes it is simpler to put symbols in the legend that represent something than to have to write it out on the map.
Find the 
symbol on the map. Do
you know what it stands for?
Point out the compass symbol showing the directions on a map. Tell the student that north usually faces up on a map.
Think about your community and where the services and facilities are. Do you think you could draw a map
of it? Circle or . You will be doing just that on Day 16!
Refer to the Home Instructor's Guide for information about preparing for this activity.
List all the services and facilities shown in the map.
The services are school, library, church, hospital, senior citizens home, shopping centre, skating rink, and garbage-disposal site.
Which of the animals in the play "The Hiccups" did you like the best? Why?
Do you have anything you would like to ask or tell about today's activities?
When you finish "Looking Back," complete Day 14: Learning Log. Have the student include his or her comments.
Find a favourite spot, relax, and enjoy.
Choose something you did today to share with a friend or family member.
You may like to read the play "The Hiccups." Change your voice for each character.
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