Character Feelings Foundation - Term 4, Day 1 Click here for the pacing calendar:

Today is ________________. Block 1: Opening Daily Review You will need to type the date each day in the PowerPoint or write it on the board. As the program progresses, consider having students write or contribute to the daily message. Topic Suggestions: Teacher says; students repeat. Weather: “It is hot today.” Activities taught yesterday: “We learned the letter ____ yesterday.” Activities for today: “Today, we will write our names.” Teacher Note Use "Frere Jacques“ melody to sing: Today is _______. Today is _______. All day long, all day long. Yesterday was ______. Tomorrow will be _______. Oh what fun! Oh what fun! Activity: Daily Message Chant Today is ________________. Students, this is our daily message. It tells us the date. Please follow along as I read the sentence. “Today is ____________ (day of the week, day of the month, month of the year and year.)” Message What is today’s date? “Today is _______________.” Tell your partner the date. Checking for Understanding

ue long /oo/ glue er /Ər/ her ar /ar/ star Letter Patterns Block 1: Opening Click here to hear the letter sounds. Daily Review Letter Patterns ue long /oo/ glue er /Ər/ her Review new letter patterns and vowel patterns (ai, oa, ie, ee and or) with students. Refer to term 4 posters: Short and Long Vowels & Digraphs Students have learned all the letters and their sounds of the alphabet. Using the alphabet, teacher selects five or more letters to review. Review the letter name and sound. Alternate the pattern of letter name, sound and word between teacher and student. Select the letter patterns or letters based on student needs and time. Teacher Note: Method of Delivery ar /ar/ star

ate help do they are when am all said we on can that or Block 1: Opening Daily Review High-Frequency Words ate help do they are when am all said we on can that or Teacher selects five or more high-frequency words to review. Select the words based on student needs and time. Consider creating a word wall with all the high-frequency words taught up to term 3. Teacher first reads a High-Frequency Word. Students chorally read the High-Frequency Word. CFU options: 1. Teacher asks for non-volunteers to read the word he is pointing to aloud. 2. Teacher asks students to put their finger on the word ________. 3. Teacher asks students to whisper the word he is pointing to. 4. Teacher asks students to read the word she is pointing to in a squeaky voice. Teacher Note: Method of Delivery

Blend sounds together to make a word. Block 2: Phonemic Awareness (Blend words.) Learning Objective Blending is putting the sounds together to make a word. Remember the Concept We will blend words. Skill Development & Guided Practice Blend sounds together to make a word. sssmmmaash – smash crrraaaffft – craft join – joinnn quaaack – quack soil ssssoilll boil boilll Click to see the picture for the blended word. Teacher points to picture and says soil. Teacher stretches out the word /sssoilll/. Teacher says, “Take a breath before we blend.” Students stretch out the word /sssoilll/. Repeat five times alternating between teacher and students. CFU: Select five random students say /sssoilll/. Teacher says the word soil. Students say the word soil. Teacher Note: Method of Delivery

We will practise the /oi/ sound. Block 2: Phonemic Awareness Learning Objective What will we practise? We will practise ________. Declare the Objective We will practise the /oi/ sound. In this lesson, students will learn the letter pattern oi that makes the /oi/ sound. Teacher Note Activate/Provide Prior Knowledge Say the name of the picture. Click here to hear the letter sound. Students, a word is made up of letters. All letters have sounds. These words have the /oi/ sound. Now, we will practise the /oi/ sound. Make the Connection Teacher and students say the names of the pictures. Teacher Note boil soil

Words are made of sounds. Block 2: Phonemic Awareness Concept Development To make the /oi/ sound, put the back of your tongue on the roof of your mouth quickly and blow. Then, make an “o” with your lips and let the air out. Activity: Place of Articulation Words are made of sounds. /oi/ sound For this lesson, students are only expected to recognise the /oi/ sound in the word. Teacher Note Checking for Understanding Make the /oi/ sound. Is the /oi/ sound in the word ___? / point oil spoil Not the /oi/ sound tool cow corn

Does the word have the /oi/ sound? Block 2: Phonemic Awareness Skill Development & Guided Practice Does the word have the /oi/ sound? foil book Students are practising the /oi/ sound. Listen for the /oi/ sound. (teacher says sound) Students repeat the /oi/ sound. (Pair-Share; select five non-volunteers) Say the word. (Teacher then students, alternating between teacher and students five times; call on non-volunteers) Does the word have the /oi/ sound? (Pair-Share and use / whiteboards.) Effective Feedback: If students answer incorrectly, or do not have a response, de-escalate by repeating the word and sound several times by onset and rime or segmenting. Teacher Note: Method of Delivery

Does the word have the /oi/ sound? Block 2: Phonemic Awareness Skill Development & Guided Practice Does the word have the /oi/ sound? clock coil Students are practising the /oi/ sound. Explain that coil refers to wire or rope that has been twisted into rings. Listen for the /oi/ sound. (teacher says sound) Students repeat the /oi/ sound. (Pair-Share; select five non-volunteers) Say the word. (Teacher then students, alternating between teacher and students five times; call on non-volunteers) Does the word have the /oi/ sound? (Pair-Share and use / whiteboards.) Effective Feedback: If students answer incorrectly, or do not have a response, de-escalate by repeating the word and sound several times by onset and rime or segmenting. Teacher Note: Method of Delivery

Wheel of FUN WOF# 2035 Activity 1 Activity 2 Activity 3 Activity 4 Brain Break Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Click on the wheel to spin. This activity will take about five minutes. Teacher Note Wheel of FUN 1920-1980 1980-2040 2040-2100 2100-2160 1800-1860 1860-1920 Activity 1 Find it Fast! Call out a colour or other trait (something around the room). Students must find the object in the room that fits that trait and get to it quickly. Activity 2 Act Like A Pro Have students act out various sport moves for 5-10 seconds. For example, have students act out scoring a soccer goal. Other ideas: shoot a basket, swing a bat, serve a tennis ball, ski down a hill, spike a volleyball, throw a football, shoot an arrow, swim in a pool and box with gloves. Activity 3 Stretch! (Lead the students in some stretches) Activity 4 Teacher’s Choice Activity 5 Mirror-Mirror Have students pair up and mirror the actions of their partner. Students take turns. Activity 6 Wiggles Have students stand and do the following wiggle activities: First wiggle fingers; Then fingers and wrists; The fingers, wrists and forearms; The fingers, wrists, forearms, elbows; The fingers, wrists, forearms, elbows, shoulders; The fingers, wrists, forearms, elbows, shoulders, hips; The fingers, wrists, forearms, elbows, shoulders, hips, knees; The fingers, wrists, forearms, elbows, shoulders, hips, knees, head. Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question?

queen quiz We will read words. Say the name of the picture. Block 3: Phonics/Letter Formation Learning Objective Declare the Objective We will read words. What will we read? We will read the _______. Activate/Provide Prior Knowledge Students, all words are made from different letters and sounds. The letter pattern oi makes the /oi/ sound. Now, we will read words with the letter pattern oi. Make the Connection Say the name of the picture. queen quiz Click here to hear the letter sound.

qu /kw/ queen list tap quack squid jump quiz oil boil soap Block 3: Phonics/Letter Formation Provide a gesture for the letter pattern oi (/oi/ sound) such as extending the arm and pointing at something. Teacher Note Concept Development qu /kw/ queen The letter pattern oi makes the /oi/ sound. The letter pattern oi is usually found at the beginning or middle of a word for the /oi/ sound. Positional Frequency Checking for Understanding Say the letter pattern oi sound. Does the word have the letter pattern oi? / list Letter pattern oi Not Letter Pattern oi oil boil soap tap quack squid jump quiz Skill Development & Guided Practice This pattern of saying the letter name, sound and word should be repeated several times. Practise this pattern (name, sound and word) alternating between teacher and students five times. Say the name of the letters oi. Teacher points to the letters. (Teacher then students. Pair-Share and call on non-volunteers) Say the sound of the letter pattern oi /oi/. (Teacher then students; Pair-Share and call on non-volunteers) Say the name of the picture. Teacher points to the picture of point. (Teacher then students; Pair-Share and call on non-volunteers) (Example: oi, /oi/, point) Teacher Note: Method of Delivery

Does the word have the letter pattern oi? Block 3: Phonics/Letter Formation Skill Development & Guided Practice Does the word have the letter pattern oi? moist goat quick desk Look at the word. Do the words have the letter pattern oi with the /oi/ sound? (Remind the students that the letter pattern oi is usually at the beginning or middle of a word. Teacher then students; Pair-Share, call on non-volunteers, and use / whiteboards.) Say the letter pattern oi sound. (Teacher says the /oi/ sound then students. Alternate between teacher and student five times; Pair-Share then call on non-volunteers.) Read the word. (Teacher segments and blends the sounds to read the word such as mmmoissst, goooat; Pair-Share then call on non-volunteers.) Effective Feedback: If students answer incorrectly, or do not have a response, de-escalate by repeating the word and sound several times by onset and rime or segmenting. Teacher Note: Method of Delivery

Does the word have the letter pattern oi? Block 3: Phonics/Letter Formation Skill Development & Guided Practice Does the word have the letter pattern oi? coin cook quick desk Look at the word. Do the words have the letter pattern oi with the /oi/ sound? (Remind the students that the letter pattern oi is usually at the beginning or middle of a word. Teacher then students; Pair-Share, call on non-volunteers, and use / whiteboards.) Say the letter pattern oi sound. (Teacher says the /oi/ sound then students. Alternate between teacher and student five times; Pair-Share then call on non-volunteers.) Read the word. (Teacher segments and blends the sounds to read the word such as coinnn, c (short /oo/) k; Pair-Share then call on non-volunteers.) Effective Feedback: If students answer incorrectly, or do not have a response, de-escalate by repeating the word and sound several times by onset and rime or segmenting. Teacher Note: Method of Delivery

Does the word have the letter pattern oi? Block 3: Phonics/Letter Formation Skill Development & Guided Practice Does the word have the letter pattern oi? join oink quick desk Look at the word. Do the words have the letter pattern oi with the /oi/ sound? (Remind the students that the letter pattern oi is usually at the beginning or middle of a word. Teacher then students; Pair-Share, call on non-volunteers, and use / whiteboards.) Say the letter pattern oi sound. (Teacher says the /oi/ sound then students. Alternate between teacher and student five times; Pair-Share then call on non-volunteers.) Read the word. (Teacher segments and blends the sounds to read the word such as joinnn, oinnnk; Pair-Share then call on non-volunteers.) Effective Feedback: If students answer incorrectly, or do not have a response, de-escalate by repeating the word and sound several times by onset and rime or segmenting. Teacher Note: Method of Delivery

We will write words with letter patterns. Block 3: Phonics/Letter Formation (Write words with letter patterns.) Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Learning Objective We will write words with letter patterns. What will we write? We will write _______. Declare the Objective Skill Development & Guided Practice Write words. 1 Trace the word. 2 Write the word on your own. 1 How did I/you trace the word? 2 How did I/you write the word? Checking for Understanding Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question? Handwriting Workbook p. 130

Wheel of FUN 1825 Activity 1 Activity 2 Activity 3 Activity 4 Brain Break Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Click on the wheel to spin. This activity will take about five minutes. Teacher Note Wheel of FUN 1920-1980 1980-2040 2040-2100 2100-2160 1800-1860 1860-1920 Activity 1 Find it Fast! Call out a colour or other trait (something around the room). Students must find the object in the room that fits that trait and get to it quickly. Activity 2 Act Like A Pro Have students act out various sport moves for 5-10 seconds. For example, have students act out scoring a soccer goal. Other ideas: shoot a basket, swing a bat, serve a tennis ball, ski down a hill, spike a volleyball, throw a football, shoot an arrow, swim in a pool and box with gloves. Activity 3 Stretch! (Lead the students in some stretches) Activity 4 Teacher’s Choice Activity 5 Mirror-Mirror Have students pair up and mirror the actions of their partner. Students take turns. Activity 6 Wiggles Have students stand and do the following wiggle activities: First wiggle fingers; Then fingers and wrists; The fingers, wrists and forearms; The fingers, wrists, forearms, elbows; The fingers, wrists, forearms, elbows, shoulders; The fingers, wrists, forearms, elbows, shoulders, hips; The fingers, wrists, forearms, elbows, shoulders, hips, knees; The fingers, wrists, forearms, elbows, shoulders, hips, knees, head. Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question?

We will read high-frequency words. Block 4: High-Frequency Words & Voc. Development Learning Objective Declare the Objective We will read high-frequency words. What will we read? We will read _______. Skill Development & Guided Practice A high-frequency word is used more than other words. Remember the Concept Teacher points to a word and says: Read this word ____. Point to a sentence and say: Read this sentence. Checking for Understanding High-Frequency Sentences p. 69 Teacher and students read the high-frequency word, alternating between each other five times. Please feel free to orally add more sentences to emphasise the meaning of a high-frequency word. Teacher Note

We will read feeling words. Block 4: High-Frequency Words & Voc. Development Learning Objective Declare the Objective We will read feeling words. What will we read? We will read _______. Concept Development Provide examples of why you might experience that kind of feeling. Also, tell the students unhappy means not happy. The purpose of this activity is for students to learn about their environment, not to read the words. Teacher reads the vocabulary word first. Then, read the word, alternating between teacher and students five times. Teacher Note Some feeling words are happy and sad. Happy means to feel good. Sad means to feel unhappy. Point to a vocabulary word and ask: What does happy mean? Happy means ________. What does sad mean? Sad means ________. Checking for Understanding Skill Development & Guided Practice Have five students respond to the statement: Point to happy and ask, “What does happy mean?” Point to sad and ask, “What does sad mean?” Make different faces (happy or sad) and ask, “What feeling is this face?” (Pair-Share and call on non-volunteers) Teacher Note: Method of Delivery

Teacher Guided: Phonics Rotational Activity 2 Read words Block 5: Performance & Rotational Activities Rotational Activity 1 Teacher Guided: Phonics Rotational Activity 2 Read words Rotational Activity 3 Write high-frequency words Rotational Activity 4 Teacher Guided: Write about a character’s feelings Click the to go directly to the activity. Teacher gives directions for each rotational activity. Teacher Note Materials: Print out slides one through two. Cut out the words in slide one and give each student slide two. Provide markers for each student such as coins, beans, etc. This activity can be recreated on the floor by using tape to make sound boxes. Directions: Students will read the word. Then, students will segment the word using the markers and then slide across the arrow to say all the sounds together (blend). Materials: Print out this slide and give a pencil to each student. Fold the paper into a book. Directions: Teacher/assistant and students will track and read the high-frequency words. Materials: Print out slides four and five and give each student a pencil. Give each student a die or have them take turns using it. Directions: Student rolls the die. Then, they match the number to the column of high-frequency words. Read one high-frequency word under that column. Then, write that high-frequency word down. Continue this activity until slide five is filled-up with high-frequency words. Some words may be written more than once. Materials: Print out this slide and give a pencil and crayons to each student. Tell students they will write a story. Use the picture of the fish to write about the character’s feelings. Consider brainstorming ideas before writing. Directions: Ask the students to write about the character’s feelings using the picture provided. Students should write between two to four sentences. Remind students to include a beginning, middle and ending of the story. Make sure that they are using an upper case letter at the beginning, finger space between words and punctuation marks at the end. Allow students to stretch out the words to spell. Prior to the activity, create an example for the students.

Wheel of FUN WOF# 2035 Activity 1 Activity 2 Activity 3 Activity 4 Brain Break Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Click on the wheel to spin. This activity will take about five minutes. Teacher Note Wheel of FUN 1920-1980 1980-2040 2040-2100 2100-2160 1800-1860 1860-1920 Activity 1 Find it Fast! Call out a colour or other trait (something around the room). Students must find the object in the room that fits that trait and get to it quickly. Activity 2 Act Like A Pro Have students act out various sport moves for 5-10 seconds. For example, have students act out scoring a soccer goal. Other ideas: shoot a basket, swing a bat, serve a tennis ball, ski down a hill, spike a volleyball, throw a football, shoot an arrow, swim in a pool and box with gloves. Activity 3 Stretch! (Lead the students in some stretches) Activity 4 Teacher’s Choice Activity 5 Mirror-Mirror Have students pair up and mirror the actions of their partner. Students take turns. Activity 6 Wiggles Have students stand and do the following wiggle activities: First wiggle fingers; Then fingers and wrists; The fingers, wrists and forearms; The fingers, wrists, forearms, elbows; The fingers, wrists, forearms, elbows, shoulders; The fingers, wrists, forearms, elbows, shoulders, hips; The fingers, wrists, forearms, elbows, shoulders, hips, knees; The fingers, wrists, forearms, elbows, shoulders, hips, knees, head. Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question?

Reading Comprehension Strategies ACELY 1660, ACELY 1659 Block 6: CAP/Reading Comprehension Teacher Instructions: This slide appears throughout the week. Select one or two stories. We have provided a suggested list below, but feel free to select a different book. Prior to each story, review CAP, define unknown words and make predictions. After reading the story, have students respond orally to the questions provided or refer to the “Respond to Text” poster. Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Reading Comprehension Strategies ACELY 1660, ACELY 1659 Suggested Story Choices Respond to Text Poster ACELT 1583 CAP Discuss the front cover, back cover, author, illustrator and title of the book before reading. Define difficult or unknown vocabulary words Picture Walk Discuss the pictures in the book, if available. Guide the students in a discussion of what could be going on based on the pictures. Have students make a prediction. Examine the cover illustration and read the title of the book. Using the title and illustration, ask students, “Can you predict what this book is about?” Goldilocks and the Three Bears (1998) by James Marshall, Dial. Hattie and the Fox (1987) by Mem Fox, Simon & Schuster Children’s Publishing. Hurry! Hurry! (2007) by Eve Bunting, Harcourt Children’s Books. Leo the Late Bloomer (1971) by Robert Kraus, HarperCollins. Lyle, Lyle, Crocodile (1973) by Bernard Waber, Houghton Mifflin Books for Children. List of books: https://online.det.nsw.edu.au/prc/booklist/listBooksByTitle.html?letter=K&levelId= 1 Imaginative Text: What is the purpose of the text? (tell a story or to tell facts) Who is the character? Name an event. Name a big event. How did the character make you feel? How did the story make you feel? Informative Text: Name a fact from the text. What is the main idea? Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question?

Tell me about the letter pattern oi. Say the sound. Block 7: Closing Provide sentence frames, if appropriate. (Example, I learned _______.) Consider asking comprehension questions from the story to review literary concepts such as: Who is the character? Name an event. What is the purpose of the text? Name a fact from the text. What is the main idea? Teacher Note Tell me about the letter pattern oi. Say the sound. Retell me something that happened in the story we read. How did you feel about the story? Tell me about a feeling word. Show me happy. Show me sad. Use the high-frequency word now in a sentence.