©Digital Vision/Getty Images
Do you remember the treat that Billy's grandma cooked? It was a type of bread called fry-bread.
Today you will get a chance to make fry-bread. You'll read and follow a recipe. You'll also learn about food groups.
Would you like to take another nature walk? Get ready to look at trees and to make a tree bark rubbing.
Are you excited? It's time to get started!
There are many kinds of bread. There are rye bread, raisin bread, pita bread, bannock, tortillas, and naan, just to name a few. People from different places in the world make different types of bread.
Discuss the different kinds of breads that people around the world bake. Use a globe to show the student where different types of bread come from. See the Home Instructor's Guide for further information.
Long ago most people baked their own bread. Your great-grandma probably baked her own bread. Do you know anyone who makes bread?
What is your favourite kind of bread?
| 1. | My favourite kind of bread is ________________________________________. |
©Digital Vision/Getty Images
Take out Spreading My Wings.
In Module 1 you learned that most authors plan a story carefully. Authors use story structure to help them plan. Stories need the following things:
Cora Weber-Pillwax invented several characters in the story "Billy's World."
If necessary, remind the student that characters are the people in the story.
| 2. | Write the names of six people in the story. |
Your student will have to read very carefully. Some of the characters are mentioned only in the note that Mom left for Billy.
The main character is the most important person or animal in the story.
| 3. | The main character in "Billy's World" is _______________________________________. |
An author must also tell where and, sometimes, when a story takes place.
| 4. | The story about Billy takes place in a community near a frozen ___________________________ and at a ___________________________ in the forest. |
©2004-2005 www.clipart.com
The main character in most stories must solve a problem.
Something puzzled Billy. It made him feel lonely.
| 5. | Each time Billy saw a wild animal, he felt something was ___________________________. |
Read page 44 carefully and find the answer to Billy's problem.
With the help of an owl, Billy understood what he needed to feel completely happy.
| 6. | Billy understood that what he had been missing was the ___________________________ and ___________________________ of the bush. |
| 7. | He realized the loneliness of the bush was not an emptiness but a loneliness that ___________________________ with life. |
Good work! You have learned a lot about Billy and his world.
You may need to read the appropriate sentences from the story aloud to your student and ask him or her to listen for the missing words.
Go to Assignment Booklet 2A. Do Assignment 4: Story Order.
In grade two you learned about the four food groups. Tell your home instructor the names of as many food groups as you can remember.
Show your student Canada's Food Guide to Healthy Eating and discuss how many servings of each food group your student should have each day. See the Home Instructor's Guide for more information.
all: ©2002-2003 www.clipart.com
Print the name of each food group on the diagram.
| 8. | Three foods mentioned in the story "Billy's World" are ___________________________, ___________________________ and ___________________________. |
| 9. | Uncle James might bring ___________________________ home from his ice-fishing trip. |
| 10. |
Billy's mom went grocery shopping. The pictures below show some of the food she bought. Write the name of the food group each food belongs to. The four food groups are
ice cream: ©2004-2005 www.clipart.com remainder: ©2002-2003 www.clipart.com |
| 11. | Granny was cooking fry-bread. Fry-bread belongs to the ___________________________ food group. |
What is fry-bread? If you know, tell your home instructor. Fry-bread is a type of bread made by some First Nations people in Canada and the United States.
If you've never eaten fry-bread, try to figure out what kind of bread it might be.
Today you are going to read a recipe for fry-bread. You will have to gather the utensils and ingredients that you need.
Tell your home instructor what you think each of the coloured words above mean.
If necessary, help your student decode the words in coloured print using an appropriate reading strategy, but do not tell him or her the meanings of the words.
Your student should try to define each of the words in coloured print. He or she will look them up in the dictionary to confirm their meanings.
Find the word recipe in the dictionary. It begins with r. Will that be near the beginning or end of the dictionary? Use the guide words to help you.
If necessary, review how to use guide words and remind the student to look to the second or third letter if necessary.
| 12. | Write the dictionary meaning for recipe. |
Look for the words utensil and ingredients in your dictionary.
| 13. | Write the dictionary meaning for utensil. |
| 14. | Write the dictionary meaning for ingredients. |
©Photodisc/Getty Images
| 15. | One dry ingredient that you need is ___________________________. |
| 16. | One wet ingredient that you need is ___________________________. |
all: ©2002-2003 www.clipart.com
|
|||||
|
|||||
|
|||||
| all: ©2002-2003 www.clipart.com |
Help the student gather the ingredients and utensils.
| 17. | Three utensils that you need are ___________________________, ___________________________ and ___________________________. |
Before you begin, review kitchen safety rules with your home instructor; then gather the ingredients and the utensils. Read all the steps of the recipe to your home instructor before you start to mix the dough.
Review safety rules for cooking. Some things you may want to discuss include the following:
- safe use of the stove
- safe use of utensils
- cleanliness
Reread the recipe until you completely understand all the steps.
Help the student cook the fry-bread. Be sure the student understands that the hot oil can spatter and cause a burn.
Read all the steps of the recipe to your home instructor before you start.
Ask the student to read the steps aloud to you.
Follow these steps:
Go to Grade Three Mathematics.
Choose a book, story, or magazine and read silently for the next 15 minutes. When you are done, discuss what you read with your home instructor.
Look back to the Day 2 spelling activity. Look at each word on the list that you wrote. Think about the correct spelling for each word. When you are ready, put away your word list.
Explain that the student will write the whole sentence this time. Dictate the spelling sentences. Refer to the Home Instructor's Guide for the sentences and for further information.
Today you will write sentences with the words from your spelling pre-test.
Follow these steps when you write your sentences:
Today your student will self-correct the sentences as you write them on the chalkboard or whiteboard.
Write each sentence as your home instructor reads it to you. Use a ruler to underline the list word in each sentence. Check each sentence and correct any errors.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Today you will review words with the short i sound. The short i sound is heard in the words hit, pig, and fin.
Play the rhyming game you learned on Day 2 with short i words.
Write the following words on slips of paper: pig, pin, lit, bid, kick, dish, will. Put them in a small container. Let the student draw out a slip of paper, read the word, and think of rhyming words.
| 18. |
Three spelling list words that have the short i sound are ___________________________ ___________________________ ___________________________ |
Take out your Phonics book to practise the short i sound. Do pages 27 and 28.
You'll learn how to write the letter m today.
Practise push-and-pull strokes on the chalkboard. You will use the slant stroke to write the letter m.
The letter m begins with an overstroke.
|
 |
|
|
 |
|
|
 |
|
|
 |
|
Try this letter on the chalkboard or whiteboard. Your home instructor will help you. As you write, chant the strokes below.
Demonstrate how to form the letter m on the chalkboard. Be sure to use the same strokes and steps as shown in the Student Module Booklet. Chant the strokes as you write. Say exactly what is printed in the graphic. Monitor your student for the correct formation of the letter.
Keep practising until you can make a very good m in handwriting.
Take out your interlined notebook or interlined paper.
Get ready to try some m's on your paper. Think about your paper and pencil position and your posture. Show your home instructor that you are ready to begin.
Check the student's posture, paper position, and pencil grip.
Notice how the letter m sits on the lines. The tail reaches halfway to the interline.
Practise at least two rows of m's on your paper or in your notebook. Try chanting the strokes as you write.
Now try writing a sentence with some m's to some letters. Look how the m joins with the o and the a.
Practise joining the letters m, a, and o in the ways you see above. Notice how the o joins the m at the top. Write them on the chalkboard or whiteboard. Then try a row like the one above in your notebook or on your paper.
Monitor the student as he or she attempts to join the letters. Watch for correct formation and consistent slant.
Think back to your walk on Day 1. On your walk you probably saw many different trees.
Did you notice that some trees had needles? Did you notice that some trees had leaves? If your walk was in fall, some leaves may have been on the ground.
Tell your home instructor what you remember about the trees you saw.
Study the pictures of trees below.
 poplar tree |
 spruce tree |
 maple tree |
 pine tree |
|||
| spruce tree: ©2004-2005 www.clipart.com remainder: ©2002-2003 www.clipart.com |
||||||
The pine and spruce are one type of tree, and the maple and poplar are another type. Did you see any of these trees on your walk?
What is different about the two types of trees? What is the same about the two types of trees? Tell your home instructor.
Discuss the differences between the trees. Ask, "Which have leaves?" and "Which have needles?"
 ©2004-2005 www.clipart.com |
The two types of trees have scientific names. Some trees, like the pine and the spruce, have needles and cones. Their scientific name is coniferous. They are sometimes called evergreens because they stay green all year. |
 ©2002-2003 www.clipart.com |
Trees that have leaves, like the maple and the poplar, are called deciduous. They lose their leaves in the fall and have bare branches in the winter. New leaves grow in the spring. |
Help your student read the words coniferous and deciduous. Be sure the student understands that coniferous trees have needles and cones and stay green all year long. Deciduous trees lose their leaves and grow new ones in the spring.
Imagine the bark of a coniferous tree. Is it soft and smooth or is it sharp and rough? Tell your home instructor what you think.
Imagine the bark of a deciduous tree. Is it silky and smooth or is it harsh and rough? Tell your home instructor what you think.
The student will tell you how he or she thinks the bark of trees feels.
Today you will get a chance to find out.
Are you ready to go for a walk to look for coniferous and deciduous trees?
See the Home Instructor's Guide for more information. Ask the student to bring along some light-weight paper, a pencil, and some crayons in a backpack or bag.
Walk through your neighbourhood looking for a coniferous tree and a deciduous tree. If the tree is in a private yard, ask for permission before going into the yard. You may even find these trees in your own yard.
Find a coniferous tree. Feel the texture of the bark with your hands. Does the bark feel the way you imagined? Tell your home instructor.
The student will compare the actual feel of the bark to what he or she imagined.
Use your crayons and paper to make a rubbing of the tree bark. Your home instructor will tell you how.
Tell the student the steps for making a bark rubbing.
Choose a deciduous tree and follow the same steps.
When you get home, put your bark rubbings in your Art Folder.
Find a comfortable spot. Listen as your home instructor reads. Enjoy your story.
Today you read a recipe and made fry-bread. You learned about trees and observed them on a walk.
How did your fry-bread turn out? Did everyone like it?
How was your walk? What surprised you? What did you enjoy? Were the two rubbings the same?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
The student may respond to the questions or write about any topic that relates to the day's lessons.
| ←← Return to Table of Contents | ← Return to Day 2 | Continue to Day 4 → |
Copyright © 2006, Alberta Education
