Read to child: Look at the pain ng on this page. Some pictures focus on people; some pictures focus on the landscape. On what does this picture focus? God gave this ar st, Hans Dahl, a talent for pain ng, but Hans also had to work hard to develop his talent. He studied and prac ced for years. He also used his talent to create pain ngs that showed the happiness of people and the beauty of landscapes where he lived in Europe. Isn’t it amazing that just with some tubes of paint and some brushes, the ar st was able to create this beau ful scene?
What are some adjec ves [words that describe nouns] that describe the girl and the landscape? Would you enjoy being in this scene for an a ernoon? Let’s look for shadow and light in this picture.
Read to child: A double E always makes the sound /E/ (as in “feet”). Read the following imagina ve sentences about the pain ng. The phonograms EE are in red to remind you to make the long E sound.
This girl seems so sweet. She has lovely cheeks and teeth.
She is going to feed three sheep. She keeps seeds in her bucket.
She needs to meet Dan by the creek. Now, she is free to play or sleep.
Read to child: Look at the pain ng on this page which is also by Hans Dahl. This pain ng shows kindness, sharing, joy, and the beauty of nature. How fun it would be to be in this beau ful orchard picking apples with this kind and happy girl!
Read the following words, and circle the words you see in the pain ng.
Dictate the following words and sentences. Have child underline the verb in each sentence.
Write BEEN on the board. Read to child: The word BEEN is an outlaw. The EE in BEEN sounds like /EH/. Have child write the word BEEN.
Short Stories with EE Have child read on two diff erent days.
REVIEW
Silent E Prac ce Chart (in Appendix)
Read to child: Let’s review. Spell the following words out loud: DONE, COME, SOME, HAVE, LIVE, LOVE.
Review Chart A (in Appendix)
Read to child: Let’s review. What is a silent E? [the le er E at the end of a word that we do not pronounce] Silent E has a few diff erent jobs. What is Job #1 of silent E? [Silent E can make the vowel before it long.] Write two words that use silent E job #1.
Last week, Chad and I saw three deer and a deep lake by some trees. We did not want to scare the deer. “We need to creep,” I said. We got so close, but then the three deer ran up a steep slope and hid in a cave.
This sheep likes to sleep, ride in a jeep, and jump in the breeze with glee. He likes to feel that he is free. He likes to sit by trees and meet more sheep. This sheep has been eating green grass all week but not weeds. It seems this sheep likes the sweet grass best.
I like to feed this chicken seeds. But this week I have seen her eat green grapes, cheese, sweets, weeds, beets, beef, and toffee. Wow! She has been too greedy.
Read to child: We are going to prac ce words that use EE and are more than one syllable long. First say each syllable. Then read the syllables together. (Note: Even if child can read the words, it is helpful for him to learn the skill of separa ng out syllables for more challenging words to come.)
Mini Book: Life Can Be So Sweet (Have child read the book on three diff erent days.)
Preview with child a phonogram that will be learned later in the course. This will be helpful because child may already encounter this phonogram in books she is reading. Read to child: The most common sound of EA is the long E sound as in CLEAN. First read each sound, then put them together to read the word. Then read the sentences.
Read to child: We are going to start your fi rst reading challenge. For this challenge, you get to read the classic Dick and Jane books. These books were wri en many years ago, and millions of Americans learned to read with them. These books are fun, support strong families, and have great illustra ons.
Have child read the eight books below. Have him color in the image of the books when he fi nishes each book. Move on to the next lessons while child is comple ng this challenge.
Color picture when read. Color picture when read.Color picture when read. Color picture when read.
Color picture when read. Color picture when read.Color picture when read. Color picture when read.
Read to child: A noun is a word for a person, place, or thing. What is a noun? [a word for a person, place, or thing]
Is the word “girl” a person, place, or thing? [person] Yes, it is a person, so it is a noun.
Is the word “book” a person, place, or thing? [thing] Yes, it is a thing, so it is a noun.
Is the word “kitchen” a person, place, or thing? [place] Yes, it is a place, so it is a noun.
Is the word “love” a person, place, or thing? [a thing] Yes, it is a thing, so it is a noun. Even things you cannot touch like LOVE, HOPE, and DREAMS are nouns.
A common noun is the general name of a person, place, or thing. A proper noun is the specifi c name of a person, place, or thing. For example, the word GIRL is a common noun. But the specifi c name of a girl, such as SARAH, is a proper noun. The word DOG is a common noun. But the specifi c name of a dog, such as SPOT, is a proper noun. Proper nouns always start with a capital le er.
What is a proper noun? [the specifi c name of a noun] Tell me some examples of proper nouns. With what do proper nouns always start? [a capital le er]
Worksheet: Edit the Story
Soap Bubbles Have child study the black and white picture in this lesson. Read to child: This black and white copy of a pain ng was by an ar st name Elizabeth Gardner Bouguereau. Does the scene look like it took place in the modern day or in the past? Elizabeth was an American painter who spent
most of her life living in Paris. They had great training for ar sts in Paris. Find Paris, France on a map or globe.
1. Read to child: What do you like about the pain ng? What details do you no ce? If they do not men on these details, point them out: the shadow on the window, the sunshine on the girl’s braid.
2. On the board, or on a poster, have child make a list of common nouns she sees in the picture. Then give the people in the pain ngs names. Explain that these are proper nouns and start with a capital.
3. Show child the picture in color and discuss the diff erences in what stands out more and what catches his eye.
REVIEW
Read to child: Let’s review. How many vowel sounds are usually in a syllable? [one]
Let’s prac ce clapping syllables. First I will tell you the word, and then we will clap together.
kite friend - ly char - i -tyhope -ful li - ing grapekind kind - ness for - ev - er
Read to child: Let’s review.
1. When a vowel is long it says its ________. [name]
2. How many le ers are in the alphabet? [26]
3. A consonant is________. [any le er that is not a vowel]
My friend, jane, likes to play with her jump rope. She lets
me play with her jump rope too But one day her dog, max,
ripped it up. Jane was sad, but she did not hit max. That is
why I like jane. she is so nice.
Edit the Story1. Cut or fold the paper on the do ed line.
2. Edit the story, and then check your answers. Use the marks shown in the box below to edit. Remember to start sentences with capital le ers, always capitalize proper nouns and the word “I,” and end sentences with a period, exclama on point, or ques on mark. There are seven mistakes.
Jane and Her Jump Rope
My friend, jane, likes to play with her jump rope. She lets
me play with her jump rope too But one day her dog, max,
ripped it up. Jane was sad, but she did not hit max. That is
Read The Tale of Johnny Town-Mouse by Beatrix Po er (included on the next page. Tell child that Beatrix Po er both wrote and illustrated the story Then, have child complete the following exercises. If child does not know the answer, read part of the story again. .
1. Describe the two main characters: Johnny Town-Mouse and Timmie Willie.
2. Main ideas are the most important parts of a story. Details are just extra added informa on. A good way to fi nd the main idea of the story is to ask what part would cause the story to change or not make sense if it were taken out. Main ideas are important to the story. Tell me if each of the following is a main idea or a detail.
• Timmie Willie fell asleep in a basket. [Main Idea]
• Dogs were barking when Timmie Willie arrived in the city. [Detail]
• Timmie Willie hid in the hamper again to return to the country. [Main Idea]
• A crumb of cake was in the hamper when he returned. [Detail]
3. In your own words, retell the main points of the story.
4. What did Timmie Willie not like about the city?
5. Read the last sentence again. What does Beatrix Po er tells us about how she feels about the city verses the country? Would you rather live in a city or out in the country? Why?
Have child look at pictures below and show the order in which they happened in the story.
READING PRACTICEHave child read poem.
Now That I Can ReadUnknown
I used to need somebodyTo sit and read to me.I’d look at every page they readAnd listen carefully.
But now that I am in fi rst grade,I’m fi lling up a shelfWith stories, poems, and other booksThat I can read myself.
Johnny Town-mouse was born in a cupboard. Timmy Willie was born in a garden. Timmy Willie was a li le
country mouse who went to town by mistake in a hamper. The gardener sent vegetables to town once a week by carrier; he packed them in a big hamper.
The gardener le the hamper by the garden gate so that the carrier could pick it up when he passed. Timmy Willie crept in through a hole in the wicker-work, and a er ea ng some peas, Timmy Willie fell fast asleep.
He awoke in a fright, while the hamper was being li ed into the carrier’s cart. Then there was a jol ng and a cla ering of horse’s feet; other packages were thrown in. For miles and miles—jolt—jolt—jolt! and Timmy Willie trembled amongst the jumbled up vegetables.
At last the cart stopped at a house where the hamper was taken out, carried in, and set down. The cook gave the carrier sixpence, the back door banged, and the cart rumbled away. But there was no quiet; there seemed to be hundreds of carts passing. Dogs barked, boys whistled in the street, the cook laughed, the maid ran up and down-stairs, and a canary sang like a steam engine.
Timmy Willie, who had lived all his life in a garden, was almost frightened to death. Presently the cook opened the hamper and began to unpack the vegetables. Out sprang the terrifi ed Timmy Willie.
Up jumped the cook on a chair, exclaiming, “A mouse! A mouse! Call the cat! Fetch me the poker, Sarah!” Timmy Willie did not wait for Sarah with the poker; he rushed along the wall ll he came to a li le hole, and in he popped.
He dropped half a foot and crashed into the middle of a mouse dinner party, breaking three glasses.
”Who in the world is this?” inquired Johnny Town-mouse. But a er the fi rst exclama on of surprise, he instantly recovered his manners.
With the utmost politeness, he introduced Timmy Willie to nine other mice, all with long tails and white neck es. Timmy Willie’s own tail was insignifi cant. Johnny Town-mouse and his friends no ced it, but they were too well behaved to make personal remarks; only one of them asked Timmy Willie if he had ever been in a trap.
The dinner was of eight courses—truly elegant. All the dishes were unknown to Timmy Willie, who would have been a li le afraid of tas ng them; only he was very hungry, and very anxious to behave with manners. The con nual noise upstairs made him so nervous that he dropped a plate. “Never mind, they don’t belong to us,” said Johnny.
“Why don’t those youngsters come back with the dessert?” It should be explained that two young mice, who were wai ng on the others, went skirmishing upstairs to the kitchen between courses. Several mes they had come tumbling in, squeaking and laughing; Timmy Willie learnt
with horror that they were being chased by the cat. His appe te failed; he felt faint. “Try some jelly?” said Johnny Town-mouse.
“No? Would you rather go to bed? I will show you a most comfortable sofa pillow.”
The sofa pillow had a hole in it. Johnny Town-mouse quite honestly recommended it as the best bed, kept exclusively for visitors. But the sofa smelt of cat. Timmy Willie preferred to spend a miserable night in a crack by the fi replace.
It was just the same next day. An excellent breakfast was provided—for mice accustomed to eat bacon, but Timmy Willie had been reared on roots of plants and salad. Johnny Town-mouse and his friends racketed about under the fl oors and came boldly out all over the house in the eve-ning. One par cularly loud crash had been caused by Sarah tumbling downstairs with the tea tray; there were crumbs and sugar and smears of jam to be collected, in spite of the cat.
Timmy Willie longed to be at home in his peaceful nest in a sunny bank. The food disagreed with him; the noise prevented him from sleeping. In a few days he grew so thin that Johnny Town-mouse no ced it and ques oned him. He listened to Timmy Willie’s story and inquired about the garden. “It sounds rather a dull place? What do you do when it rains?”
“When it rains, I sit in my li le sandy burrow and shell corn and seeds from my Autumn store. I peep out at the throstles and blackbirds on the lawn and my friend Cock Robin. And when the sun comes out again, you should see my garden and the fl owers—roses and pinks and pansies—no noise except the birds and bees, and the lambs in the meadows.”
“I confess I am a li le disappointed; we have tried to enter-tain you, Timothy William.”
“Oh yes, yes, you have been most kind, but I do feel so ill,” said Timmy Willie.
“Did you not know that the hamper goes back empty on Saturdays?” said Johnny.
So Timmy Willie said goodbye to his new friends and hid in the hamper with a crumb of cake and a withered cabbage leaf, and a er
much jol ng, he was set down safely in his own garden.
Some mes on Saturdays he went to look at the hamper lying by the gate, but he knew be er than to get in again. And nobody got out, though Johnny Town-mouse had half promised a visit.
The winter passed; the sun came out again. Timmy Willie sat by his burrow warming his li le fur coat and sniffi ng the smell of violets and spring grass. He had nearly forgo en his visit to town. When up the sandy path all spick and span with a brown leather bag came Johnny Town-mouse!
Timmy Willie received him with open arms. “You have come at the best of all the year, we will have herb pudding and sit in the sun.”
“H’m’m! it is a li le damp,” said Johnny Town-mouse, who was carrying his tail under his arm, out of the mud. “What is that fearful noise?” he started violently.
“That?” said Timmy Wil-lie, “That is only a cow; I will beg a li le milk, they are quite harmless, unless they happen to lie down upon you.”
“Whatever is that fearful racket?”
“That is only the lawn mower; I will fetch some of the grass clippings presently to make your bed. I am sure you had be er se le in the country, Johnny.”
“H’m’m—we shall see.”
“I am sure you will never want to live in town again,” said Timmy Willie.
But he did. He went back in the very next hamper of veg-etables; he said it was too quiet!!
One place suits one person, another place suits another person. For my part I prefer to live in the country, like Timmy Willie.
Read to child: When a verb tells what is happening right now, it is present tense. For example, “I JUMP.” When the verb tells what happened in the past, it is past tense. For example, “I JUMPED.” When the verb tells what will happen in the future, it is future tense. For example, “I WILL JUMP.” We change a verb to future tense by adding WILL before it.
Read each of following sentences, and tell me if it is in past, present, or future tense.
I will walk to your house.
I walked to your house.
I walk to your house.
You went to the store.
I swim in a lake.
I will play a game with you.
We opened the boxes.
Mom will brush my hair.
Worksheet: Past, Present, & Future
Read to child: I am going to tell you a sentence, and I want you to change it to future tense.
I walk to the park.
I wait for the bus.
You listen to music.
Mom parks the car.
Read to child: Now, I am going to tell you
those same sentences, and I want you to change each sentence to past tense.
I walk to the park. I wait for the bus. You listen to music. Mom parks the car.REVIEW
Silent E Prac ce Chart (in Appendix)
READING PRACTICEHave child read poem.
Chubby Little SnowmanUnknown
A chubby li le snowmanHad a carrot noseAlong came a rabbitAnd what do you suppose?That hungry li le bunny,Looking for his lunch,ATE the snowman’s carrot nose...Nibble, nibble, CRUNCH!
Preview with child a phonogram that child will study later in the course. Read to child: The le ers OO can make three diff erent sounds. The most common sound of OO is /EW/ as in FOOD. First read each sound, then put them together to read the word. Then read the sentences.
1. I like the food too.2. It is cool in this room.3. He will go to the moon soon.4. We will take our boots and tools.
5. The goose is loose!6. We fi xed the zoo’s roof.7. The stool has a loose leg.8. I sweep the room with a broom.
Read to child: An adjec ve describes a noun. Fill in the blank. An adjec ve ____. [describes a noun] Here are some adjec ves: wet, dry, big, nice, funny.
I am going to tell you a sentence, and you tell me the adjec ve in the sentence. (Adjec ves are underlined.)
The ball is small.
This house is old.
The music is loud.
I like the so ki en.
The red dog took a nap.
Have child study the pain ng on the next page. Read to child: This pain ng is by Felix Schlesinger who was a German painter who died over 100 years ago. We studied one of his pain ngs in an earlier lesson. Find Germany on a globe.
Have child study the pain ng. Ask child why the ar st might have painted this scene and what they like about the scene.
Ask child to study the details. Read to child: How does an ar st make a pain ng look so realis c? One way is by the way an ar st makes shadow and light. Show me places on the picture that you see shadow and places you see light.
Give child a copy of the second pain ng in this lesson. Read to child: Look at this pain ng by a famous painter named Grandma Moses. Do you see any shadows? Her pain ngs are beau ful, but they are a diff erent style. They are not as realis c as the pain ng by Felix Schlesinger. Just as
pain ngs are special in their own way, we are special in our own way too. We all have our own style. As long as our style is Christlike, it is wonderful to be diff erent and unique. It creates variety and beauty in the world.
Read to child: Let’s look at the fi rst pain ng again. Tell me fi ve nouns for items shown in the picture. Write the nouns on the board. Excellent. Now, let’s write as many adjec ves as we can about each noun. Remember, adjec ves are describing words.
Read to child: Now, let’s write three sentences about the pain ng in present tense. Now let’s change the sentences to past tense. Now let’s change the sentences to future tense.
Worksheet: Adjec ves that Describe Christ
REVIEW
Mini Book: The Kids Living on Lake Street (Have child read the book on three diff erent days.)
Read to child: Let’s review.
1. When a vowel is long it says its ________. [name]
2. How many le ers are in the alphabet? [26]
3. What are the vowels? [a, e, i, o, u, and some mes y]
4. Every word has to have at least ________. [one vowel]
5. A consonant is________. [any le er that is not a vowel]
Hop! Write the following words on index cards (or other cards) and place across the room. Have child read the fi rst card and then hop, roll, or jump to the next card and so on.
what wrist where whale wheel when wrong wrapper whisker which whip wreck wrote
Mini Book: Cleaning (Have child read the book on three diff erent days.)
Dictate the following words:
Read to child: Read the following poem which uses words with the phonograms WH and WR. The poem also contains a new phonogram that we will preview: IGH, which makes the long I sound.
![Chapter 4 pg 59. What is Subject-Verb Agreement? When the subject is a singular noun, the verb takes an –s [or –es] in the present tense –The baby sleeps.](https://static.documents.pub/doc/80x56/56649e7d5503460f94b80c69/chapter-4-pg-59-what-is-subject-verb-agreement-when-the-subject-is-a-singular.jpg)
