Year 1 - Term 4, Day 32 Digital Learning

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

Block 1: Opening Click here to hear the sounds. Daily Review Review different letter sounds and letter patterns. Select a poster to review. R-Controlled Letter Pattern Poster Consonant Blend Poster (beginning and ending blends) Letter Pattern Poster (with /ow/: ow/ou & /oi/: oi/oy) Short and Long oo Poster Silent Letter Poster The Letters C and G Poster Double Consonant Poster Digraph & Trigraph Poster Long Vowel Poster (Remind the students that the long u has two sounds: long u and /oo/. ) Teacher Note: Method of Delivery

thank then much help day long first before after know tell which full Block 1: Opening Daily Review High-Frequency Words thank then much help day long first before after know tell which full also of than once has an from every 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

We will segment and blend words. Block 2: Phonemic Awareness (Segment and blend words.) 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 What will we do with words? We will ________ words. Declare the Objective We will segment and blend words. Guided Practice To segment is to separate the sounds in a word. Blending is putting the sounds together to make a word. Beginning sound is the first sound in a word. Ending sound is the last sound in a word. Medial sound is the middle sound. Remember the Concept seed green eat tree scream mean grow snow read team stove 12 sore 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? Click to animate the picture. Students will be expected to manipulate the sounds in this activity by using segmenting, smooth blending and identifying beginning and ending sounds. Teacher points to picture/greyed text and says the word. /seed/ Students repeat the word. Alternate between teacher and students five times. Teacher says, “Let’s say the sounds in /seed/ - /s/ /ee//d/.” Teacher and students alternate segmenting the word five times. Use fingers to represent each sound in the word to assist with segmenting, if needed. Teacher asks the students, “What is the beginning sound in seed? The beginning sound in seed is /s/.” Teacher asks the students, “What is the ending sound in seed? The ending sound in seed is /d/.” Ask students the following question if the word construction is cvc: “What is the medial sound? The medial sound in seed is /long e/ .” Then, teacher blends the word /ssseeeed/. Alternate between teacher and students five times. Teacher and students say the word /seed/. Alternate between teacher and students five times. Teacher Note: Method of Delivery

We will identify and produce rhyming words. Block 2: Phonemic Awareness (Identify and produce rhyming words.) 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 What will we do with words? We will ________ and ________ words. Declare the Objective We will identify and produce rhyming words. Guided Practice Rhyming words have the same ending sound. Concept Listen to the set of words. Do the words rhyme? yes or no How do you know? If no, which word does not rhyme? Produce a word that rhymes. 1 eat, meat, seat 2 mow, grow, toe 3 buy, sky, my 4 look, cook, spoon Part 1 Read the series of words. Teacher asks, “Do the words rhyme? Yes or no?” Teacher says, “How do you know?” Provide sentence frame: “The words rhyme because ____________.” If the words do not rhyme, teacher says, “Which word does not rhyme?” Read the series of words for the students again. Allow students to say the words, too. Then, ask the students to produce a word that rhymes with the other words. “Produce a word that rhymes with look and cook.” Part 2 Teacher says, “Listen to the words: car and star. Produce a word that rhymes with car and star.” (Call on 4-5 non volunteers to produce a third rhyming word. Students should say all three words such as car, star, far.) Effective Feedback: If students answer incorrectly, or do not have a response, de-escalate by providing other rhyming words. Teacher Note: Method of Delivery yes yes yes 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? no Answers will vary. Listen to the set of words. Produce a rhyming word. 5 car, star 6 rain, brain 7 dream, steam 8 net, jet Answers will vary. Answers will vary. Answers will vary. Answers will vary.

Wheel of FUN WOF# 2065 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 2148 1860 1990 1933 1873 2136 2109 1905 2150 1864 2095 1874 2153 1822 2080 1991 1875 2056 1976 1940 1928 1818 2145 1970 2147 2076 2120 1911 1919 2017 1838 1982 1914 1930 2097 2133 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? 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 Wiggles Have students stand and do the wiggle: 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. Activity 6 Six Spot (Label six spots around the room from 1-6. Have students go to a spot of their choice. Roll the die. All the students at that number rolled must go back to their seats. Students that are left go to a new spot. Roll the die again until one student is left.)

We will read the text. Read the words: garden grows what plants many Block 3: Phonics/Letter Formation – We will read the text In a Garden. 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 read the text. Activate Prior Knowledge Students get a separate handout of the text. Students will read a text that is comprised of the letter sounds, letter patterns, ending forms and high-frequency words taught throughout the year. Throughout the text, there are sidebar notes. Please refer to these notes as you read the text. The table provides examples of the letter sounds, letter patterns, different ending forms, grammar and high-frequency words that will be seen throughout the text. Letter patterns: long a and e, consonant blends and r-controlled Letter sounds: hard and soft g, long vowels, th r-controlled /ar/ and /Әr/ Text word count: 102 words Teacher Note Read the words: Letter Sounds and Patterns Different Ending Form Words High-Frequency words garden grows what plants many trees some rose that 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?

In the Garden by Hanna Mars Solving Math Problems Block 3: Phonics/Letter Formation – We will read the text In the Garden. 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. Throughout the text, there are phonics (green box) questions, comprehension (red box) questions and definitions (purple box). Some words are colour-coded. The green words in the story are words the teacher will pre-read with the students. These words are letter patterns and sounds that need to be reviewed or have not been taught. Purple words are words that will need to be defined. Please refer to the purple sidebar for definitions. Teacher Note In the Garden by Hanna Mars What is the title of the text? Who is the author? Comprehension 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?

What grows in a garden? Many kinds of plants grow in a garden. Block 3: Phonics/Letter Formation – We will read the text In the Garden. 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. What grows in a garden? Many kinds of plants grow in a garden. Assist students in reading the word garden. Students may need help reading multisyllable words. Select five individual students to blend and segment the word plant. What is the beginning sound of the word? What is the ending sound of the word? Point to the high-frequency word many on the page. Teacher points to a high-frequency word and says, “Read this word to your partner.” Phonics 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? How do we know that the text is non-fiction? Comprehension

Vegetables are plants that grow in a garden. Block 3: Phonics/Letter Formation – We will read the text In the Garden. 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. Vegetables are plants that grow in a garden. Explain to the students that a vegetable is a plant that is used for food. Definition Assist students in reading the words garden and vegetables. Students may need help reading multisyllable words. Read the sentence, “Vegetables are plants that grow in a garden.” Point to the high-frequency word are on the page. Teacher points to a high-frequency word and says, “Read this word to your partner.” Phonics 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? What is a fact about gardens? Comprehension

Block 3: Phonics/Letter Formation – We will read the text In the Garden. 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. Explain to the students that a vegetable is a plant that is used for food. Explain to the students that a beetroot is a plant with a round dark red root that you eat. Definition Green beans, peas and beetroots are some of the vegetable plants that grow in a garden. Assist students in reading the words beetroot, garden and vegetables. Students may need help reading multisyllable and compound words. Does the word green have the hard g /g/ (insert sound) sound? What is another word on this page that has the hard g /g/ (insert sound) sound? Select five individual students to say the words green and bean. Do the words green and bean rhyme? What is another word that rhymes with green and bean? Phonics 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? What does vegetable mean? Do the context clues green beans and peas help you figure out the meaning of the word vegetable? How do you know? Comprehension

Block 3: Phonics/Letter Formation – We will read the text In the Garden. 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. Trees are plants that grow in a garden. Some trees make fruit or nuts that people can eat. Explain to the students that nuts are dry brown fruit inside a hard shell that grows on a tree. Definition Assist students in reading the words garden and fruit. Students may need help reading multisyllable words. Students have not learned that the letters ui make the long /oo/ sound. Read the sentence, “Trees are plants that grow in a garden.” Point to the high-frequency word people on the page. Teacher points to a high-frequency word and says, “Read this word to your partner.” Phonics 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? What do some trees make? Comprehension

Some fruit trees that grow in a garden are apples, oranges and plums. Block 3: Phonics/Letter Formation – We will read the text In the Garden. 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. Some fruit trees that grow in a garden are apples, oranges and plums. Assist students in reading the words garden, fruit, apples and oranges. Students may need help reading multisyllable words. Students have not been taught that the letters ui make the long /oo/ sound or the sound double consonants make in the middle of a word. Select five individual students to blend and segment the words grow and plum. Does the word plum have a consonant blend? How do you know? Point to the high-frequency word that on the page. Teacher points to a high-frequency word and says, “Read this word to your partner.” Phonics 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? Do the images support the text by stating gardens have apple, orange and plum trees? Comprehension

Block 3: Phonics/Letter Formation – We will read the text In the Garden. 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. Explain to the students that the word pretty means very nice to look at. Definition Some plants that grow in a garden are pretty. Plants that have flowers are pretty. These flowers are called sweet peas and roses. Assist students in reading the words pretty, flower and garden. Students have not been taught the letter y can make the long e sound. Students may need help reading multisyllable words like garden and flower. Ask students to read the words plant and kind. Select five individual students to blend and segment the word. What is the beginning sound of the word? What is the ending sound of the word? Point to the high-frequency word some on the page. Teacher points to a high-frequency word and says, “Read this word to your partner.” Phonics 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? What is pretty in the garden? Do the images show that flowers are pretty? Explain your answer. Comprehension

Plants, trees and flowers are all things that can grow in a garden. Block 3: Phonics/Letter Formation – We will read the text In the Garden. 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. Plants, trees and flowers are all things that can grow in a garden. Assist students in reading the word garden. Students may need help reading multisyllable words. Ask students to read the word grow. Name two words that rhyme with grow. Tell me why they rhyme. If we changed the /g/ in grow to /k/ what word would we get? Point to the high-frequency word all on the page. Teacher points to a high-frequency word and says, “Read this word to your partner.” Phonics 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? What is in a garden? Tell me a fact from the text. Did you like the text? Why or why not? Comprehension

We will write words. Solving Math Problems Block 3: Phonics/Letter Formation (Write words.) 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. 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. 170 A verbal path for the letter is available in the appendix of the Handwriting Workbook. Teacher Note

Wheel of FUN WOF# 1885 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 2148 1860 1990 1933 1873 2136 2109 1905 2150 1864 2095 1874 2153 1822 2080 1991 1875 2056 1976 1940 1928 1818 2145 1970 2147 2076 2120 1911 1919 2017 1838 1982 1914 1930 2097 2133 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? 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 Wiggles Have students stand and do the wiggle: 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. Activity 6 Six Spot (Label six spots around the room from 1-6. Have students go to a spot of their choice. Roll the die. All the students at that number rolled must go back to their seats. Students that are left go to a new spot. Roll the die again until one student is left.)

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. 111 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

Explore means to look for something. Block 4: High-Frequency Words & Voc. Development Lesson Vocabulary Explore means to look for something. Scroll means to move up and down on a computer screen. (Show example of scrolling using this PowerPoint document.) A container is something that can be filled. Define any difficult words from the story or lesson that will be read today. Teacher reads the word first, and then students read the word. Teacher provides or reads the definition of the word, while students track with their fingers. Then, students read the definition with the teacher. Consider providing gestures for students, if appropriate. Teacher Note

Teacher Guided: Phonics Rotational Activity 2 Read sentences Block 5: Performance & Rotational Activities Rotational Activity 1 Teacher Guided: Phonics Rotational Activity 2 Read sentences Rotational Activity 3 High-frequency words Rotational Activity 4 Teacher Guided: Write an opinion. Click the to go directly to the activity. Teacher gives directions for each rotational activity. Teacher Note Materials: Print out this slide and cut out the words. Also, provide five baskets labeled long a, e, i, o and u. Directions: Students will read the word. Then, students will sort the word by its medial vowel sound (long a, e, o, i and u) into the correct basket. Materials: Print out this slide and give a pencil to each student. Directions: First, read the words in the word bank with the students. Then, have the students read the sentence with the blank. Use the words from the word bank to complete the sentence. Write the word on the line and reread the sentence with the word added. Materials: Print out slides three through five. Print single-sided. Give each student a pencil and slide five. Cut the words in slides three and four and place the words around the room. Directions: Have students walk around the room and identify words they know. Students will read and then write the words on the blank slide. After five to ten minutes, have students share the words they found with fellow classmates. Materials: Print out slides seven and eight and give a pencil and crayons to each student. Tell students they will write an opinion. Write your opinion about what is the best toy to have. Tell why it is the best toy. Directions: Ask the students to write an opinion. Students should write between four to six sentences telling why it is the best toy. 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 and draw a picture for their toy. Prior to the activity, create an example for the students.

Wheel of FUN WOF# 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 2148 1860 1990 1933 1873 2136 2109 1905 2150 1864 2095 1874 2153 1822 2080 1991 1875 2056 1976 1940 1928 1818 2145 1970 2147 2076 2120 1911 1919 2017 1838 1982 1914 1930 2097 2133 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? 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 Wiggles Have students stand and do the wiggle: 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. Activity 6 Six Spot (Label six spots around the room from 1-6. Have students go to a spot of their choice. Roll the die. All the students at that number rolled must go back to their seats. Students that are left go to a new spot. Roll the die again until one student is left.)

Look at the computer. Which is the mouse? Which is the keyboard? Block 6: CAP/ Reading Comprehension (Explore digital text.) Learning Objective What will we explore? We will explore ________. What does explore mean? Explore means to ________. Declare the Objective We will explore1 digital text. Activate/Provide Prior Knowledge Students will need access to a computer or computer lab to complete this lesson. Consider partnering the students into pairs or groups if computers are limited. For this lesson, students will need to use a mouse and keyboard. Teacher Note Look at the computer. Which is the mouse? Which is the keyboard? Students, you already know about computers. We know computers have many parts like a mouse and a keyboard. We use these computer parts to explore or look for information. Now, we will explore digital text. Make the Connection A keyboard is used to type letters and numbers. A mouse is used to find and move things. A mouse is used for scrolling and clicking things. Concept 1 to look for something Definitions

Digital text is written text found on the computer and Internet. Block 6: CAP/ Reading Comprehension (Explore digital text.) Concept Development Explain to the students the home button is usually a house. The colour may be different, but a home icon is used. Explain to the students the navigation buttons are usually at the top of the page in the right- or left-hand corner. Teacher Note Digital text is written text found on the computer and Internet. To explore digital text, use links and the navigation bar. Which is an example of a navigation button? How do you know? A B In your own words, what is digital text? “Digital text is __________.” Checking for Understanding A link is words or pictures that you click to find information. A link is underlined and highlighted. Good to Great Schools http://www.goodtogreatschools.org.au/ DataWORKS http://dataworks-ed.com/ A navigation bar is used to move through the digital text. A navigation bar has buttons for moving back, forward or home. Back Forward Home http://kids.nationalgeographic.com/animals/

Digital text is written text found on the computer and internet. Block 6: CAP/ Reading Comprehension (Explore digital text.) Skill Development & Guided Practice Digital text is written text found on the computer and internet. Explain to the students that sometimes the internet is slow when accessing information. Teacher Note 1 Listen for the directions. 2 Explore digital text using the mouse and keyboard. a Click on the link. b Use the navigation bar. Explore digital text. 2 How did I/you explore digital text? Checking for Understanding Type in the link: http://kids.nationalgeographic.com National Geographic Kids (Students can also type the site name in a search engine.) Directions Teacher Notes Click on the menu button. Click on animals. Click on the picture Lions. (Trending Animals change, so select an animal if lion is not available.) Use the navigation bar, click the back arrow. (Students should return back to animals.) Use the navigation bar, click the forward arrow. (Students should return to the lion page.) Click on back arrow and go back to animals. Click on the picture Cheetah. (Trending Animals change, so select an animal if cheetah is not available.) (Students should return to the cheetah page.) A link is words or pictures that you click to find information. A link is underlined and highlighted. A navigation bar is used to move through the digital text. A navigation bar has buttons for moving back, forward or home. . Concept 2 to move information up and down on a computer screen Definitions

We will identify ways text is organised. Block 6: CAP/ Reading Comprehension (Identify ways text is organised.) Learning Objective We will identify ways text is organised. Text is organised using different features. Text uses table of contents, page numbers, headings and images. A table of contents has parts of a book and matching page numbers. Images are pictures. Remember the Concept Periodic Review 2 1 Look at the text. 2 How is the text organised? (Pair-Share) 3 Identify ways the text is organised. (circle features) Identify ways text is organised. What features are used to organise the text? Table of contents Page Numbers Headings Images Three Forms of Matter There are three forms of matter: solid, liquid and gas. Solid A solid always has a shape. It doesn’t change its shape, and it can’t move around. It stays in one place. Your desk and chair are solids. Liquid A liquid flows and takes the shape of its container1. Water, milk and any other drinks are liquids. Gas Gas is a form of matter that cannot be seen. Gases spread out to fill up spaces. Air, clouds, steam and smoke are gases. 4 5 1 something that can be filled Definitions Extended Thinking What will need to be added to the text above to be organised? Table of contents

Wheel of FUN WOF# 1955 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 2148 1860 1990 1933 1873 2136 2109 1905 2150 1864 2095 1874 2153 1822 2080 1991 1875 2056 1976 1940 1928 1818 2145 1970 2147 2076 2120 1911 1919 2017 1838 1982 1914 1930 2097 2133 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? 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 Wiggles Have students stand and do the wiggle: 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. Activity 6 Six Spot (Label six spots around the room from 1-6. Have students go to a spot of their choice. Roll the die. All the students at that number rolled must go back to their seats. Students that are left go to a new spot. Roll the die again until one student is left.)

We will identify adverbs. Block 7: Grammar (Identify adverbs.) Learning Objective Declare the Objective We will identify adverbs. What will we use? We will use_______. Grammar Workbook p. 77 Refer to the grammar workbook for daily activity. Teacher Note

Tell me something about the text, In the Garden. Block 8: Closing Provide sentence frames, if appropriate. (Example, I learned _______.) Consider asking comprehension questions from the text to review literary concepts such as: Name a fact from the text. What is the purpose of the text? Teacher Note Tell me something about the text, In the Garden. Blend and segment the word plant. What is the beginning sound in plant? What is digital text? Use the high-frequency word right in a sentence.