'Kids' Camp Out' - Phonic Story - 'dge' as in bridge - Tutor Notes
May 4th 2009 00:24
Tutor Notes - Phonic Book 6 - Part 2 - 'Kids' Camp Out' - Extension Activities - page 1 of 2
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Printing Instructions
Tutor Notes - Phonic Book 6 - Part 2 - 'Kids' Camp Out' - Extension Activities - page 1 of 2.
Notes to tutor for Lesson One – ‘Kids’ Camp Out’:
Extension Activities which integrate this topic into other Learning areas:
a) Writing and Word Studies:
• Possessive apostrophe:
When to use a possessive apostrophe can be a problem for many children (and adults).
It is a good idea to ‘look at’ the possessive apostrophe as often as possible so
that eventually the children will understand when to use it. Every time you
discuss the correct use of the possessive apostrophe another child (or two)
will understand and remember how to use it correctly.
On the flip side, once you start discussing the use of the possessive
apostrophe, you will probably see apostrophes being used everywhere in the
children’s writing.
Ask the children to look at the title of the story – ‘Kids’ Camp Out’
Discuss the possessive apostrophe in the word Kids’
Explain how it would have a different meaning if the apostrophe was before
the ‘s’ – Kid’s
Explain this is called a possessive apostrophe as it indicates who possesses
what or what belongs to whom.
Get children to look in their reading or library books and find words which
use the possessive apostrophe. Write the sentence (or phrase on the board) –
discuss – change the position of the apostrophe – how does it change the
meaning of the word, phrase, sentence.
Hint: A successful way of deciding where to use the possessive apostrophe is to apply this test –
eg phrase the Kids Camp Out
say in your mind “the camp belongs to the kids”, so the apostrophe goes after the ‘s’
the girls kitten ran to her feet
say in your mind “the kitten belongs to the girl”, so the apostrophe goes after the ‘l’
the children’s camp
Say in your mind “the camp belongs to the children”, so the apostrophe
goes after the ‘n’
Suggestion: look up the internet to clarify the use of possessive apostrophes in your own mind.
• Contractions and Compound Words have been covered in previous Phonic Packs so it has been assumed that children know what they are and a worksheet including these has been included in the lesson.
• Speech (Quotation Marks) – look at where they are used in this story. Emphasise it is the words that are spoken that are included in the quotation marks.
Ask the children to read, with expression, the words in the quotation
marks.
This activity can be repeated using reading and/or library books.
Tutor Notes - Phonic Book 6 - Part 2 - 'Kids' Camp Out' - Extension Activities - page 2 of 2
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Printing Instructions
Tutor Notes - Phonic Book 6 - Part 2 - 'Kids' Camp Out' - Extension Activities - page 2 of 2.
• This story can be used to cover plural and singular nouns.
• Word Studies: Find the following underlined words in the story and introduce the words that sound the same but have a different meaning. Some words sound the same but have a different spelling and meaning.
Discuss, then ask the children to put the words into sentences.
bank/bank their/there file/file to/two/too for/four road/rode hole/whole
Ask the children to look at the story and see if they can find any other words like these.
b) Physical Education:
Ask the children –
How do you think you would play “Budge the Rock” and “Nudge the Noodle”?
Divide the class into small groups. Each group decide which game they will
consider.
Come together as a whole group, hear the ideas and decide which idea is the best
for each game. Play the game during the next Phys Ed Lesson.
c) Drama:
Read again about the short plays the girls made up and performed at the camp.
Divide the class into small groups. Each group will decide which play it will
develop and act in front of the class. (Children may like to make up their own
plays – the danger is, it is difficult for smaller children to make up a play which
has a beginning, middle and end.)
Suggestion: If any of the plays show promise it/they could be developed and
performed at a School Assembly. Those children not involved in the acting of
the play(s) could develop the props and/or background. Parents are usually
willing to help with costumes. If masks are a good idea they can be created
during Art/Craft Activities.
d) Science and Writing: A lot of Australian animals and birds are unique and are interesting to study. Ask each child to choose an Australian Animal or Bird she/he would like to research.
The research would be written as a Report. (You may prefer to ask the children
to study an animal or bird which is native to your area, or a farm animal or bird
– you can choose a topic which fits in with your wider programme.)
Using a Report Planning Sheet guides/trains the child to research so that she/he collects relevant facts about the bird/animal/plant being studied. The child learns to use this information to write the final Report.
If this is the first Report the child has written he/she may need lots of guidance at each step.
It is a good idea to model:
a) how to collect the information and enter it onto the Report Framework.
b) how to use this information to write the Report.
A Report Planning Sheet has been included at the end of the Tutor Notes.
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