Foundation - Term 4, Day 40 Learning to Read Review

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 letter sounds. Daily Review 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. Review letter patterns and vowel patterns with students. Refer to term 4 posters: Short and Long Vowels & Digraphs Select the letter patterns or letters to review based on student needs and time. Teacher Note: Method of Delivery

soon away saw ran so this now there but not at be has new Block 1: Opening Daily Review High-Frequency Words soon away saw ran so this now there but not at be has new 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 (Cumulative phonics activity.) 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. Remember the Concept shark 2 mask fish 4 swim man jump under 8 help 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. /shark/ Students repeat the word. Alternate between teacher and students five times. Teacher says, “Let’s say the sounds in /shark/ - /sh/ /ar/ /k/ .” 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 shark? The beginning sound in shark is /sh/.” Teacher asks the students, “What is the ending sound in shark? The ending sound in shark is /k/.” Then, teacher blends the word /ssshar(hold the –r)k/. Alternate between teacher and students five times. Teacher and students say the word /shark/. Alternate between teacher and students five times. Teacher Note: Method of Delivery

1 2 We will count syllables. Block 2: Phonemic Awareness Learning Objective What will we count? We will count________. Declare the Objective We will count syllables. Some strategies for counting syllables are to clap, tap or snap for each vowel sound or to put hands under chin to count the number of times their chin drops. Make sure to explain the meaning of syllable by emphasising the vowel sound when reading the examples. For example, “fan” has one syllable because you only hear one vowel (short a sound), whereas “puppet” has two vowels (short u and short e sounds). Teacher Note Concept Development A syllable is part of a word that has one vowel. To count syllables, listen for the number of vowel sounds. Syllables 1 2 Why does the word ape have one syllable? (*make sure to emphasise the vowel sound) “ape has only one syllable because ___________.” Why does the word insect have two syllables? (*make sure to emphasise the vowel sounds) “insect has two syllables because ___________.” In your own words, what is a syllable? “A syllable is, ______.” Checking for Understanding Vowels are letters a, e, i, o and u. Remember the Concept cheese open

1 1 1 Count syllables. Block 2: Phonemic Awareness toe snow boat Skill Development & Guided Practice Count syllables. 1 1 1 toe snow boat Students are practising counting syllables. Counting syllable strategies are to clap or tap for each vowel sound or to put hands under chin to count the number of times the chin drops. Say the word (toe). Teacher and students alternate five times. “Listen for the vowel sound(s) in the word.” For one-syllable words, separate the sounds by onset and rime (ex., t/oe). For two-syllables or more, separate the sounds by syllables (ex., hon/ey). Use a counting syllables strategy during this portion of the lesson. Teacher and students alternate five times. “Do you hear a vowel sound(s)? Yes or No.” (Pair-Share; Teacher and students alternate five times.) Teacher will say, “How many syllables or vowel sounds do you hear? I hear ______ syllable(s).” (Pair-Share and ask five students to respond. Students can use the whiteboards or their fingers to show the number of syllables.) Teacher Note: Method of Delivery

2 2 2 Count syllables. Block 2: Phonemic Awareness pecan engine Skill Development & Guided Practice Count syllables. 2 2 2 pecan engine rubbish Students are practising counting syllables. Counting syllable strategies are to clap or tap for each vowel sound or to put hands under chin to count the number of times the chin drops. Explain to the students that an engine is a machine to create energy. For example, a car and train have an engine. Say the word (pecan). Teacher and students alternate five times. “Listen for the vowel sound(s) in the word.” For one-syllable words, separate the sounds by onset and rime (ex., c/at). For two-syllables or more, separate the sounds by syllables (ex., pe/can). Use a counting syllables strategy during this portion of the lesson. Teacher and students alternate five times. “Do you hear a vowel sound(s)? Yes or No.” (Pair-Share; Teacher and students alternate five times.) Teacher will say, “How many syllables or vowel sounds do you hear? I hear ______ syllable(s).” (Pair-Share and ask five students to respond. Students can use the whiteboards or their fingers to show the number of syllables.) Teacher Note: Method of Delivery

Wheel of FUN WOF# 2032 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 the text. Mask Solving Math Problems Block 3: Phonics/Letter Formation (Read the text.) 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 read? We will read________. Declare the Objective We will read the text. Select one text from this week’s reading: On a Farm Mask Click on the title to go to the story or text. Make sure each student gets a separate handout of the story selected. Read the text as a group. Select a student to read one sentence or one page at a time. Student then chooses a different student to read the next sentence (popcorn reading). Continue until the text is read. Also, consider breaking students into groups or by partners. Students can read each other the story or text. Teacher Note Mask by Mike Jones On a Farm by Erick Ortiz 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? Throughout the story or text, have students answer comprehension questions: What is the title of the book? Who is the author of the book? Name a character from the book. What was the story about? Retell me something that happened. How did you feel about the story? Name a fact. What kind text is the text? Fiction or non-fiction? Comprehension

On a Farm by Erick Ortiz Solving Math Problems Block 3: Phonics/Letter Formation – We will read On a Farm. 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. On a Farm by Erick Ortiz 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 text 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. Note: Assist students in reading words with the letter ‘s’ on the end. Students have not been taught the different sounds the letter ‘s’ makes when at the end of a word. Teacher Note 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 the title of the text? Who is the author? Comprehension

What is that sound coming from the farm? Block 3: Phonics/Letter Formation – We will read On a Farm. 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. Assist students in reading the words what and coming. Students have not been taught different ending forms (i.e., -s, -ed, -ing) and have not been exposed to the high-frequency word what. Teacher asks “Does the words farm have the /ar/ sound in it?” Select five individual students to blend and segment the word farm. What is the beginning sound of the word? What is the ending sound of the word? 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 that sound coming from the farm? Can you think of a sound you might hear at a farm? Say the sound. Comprehension

Block 3: Phonics/Letter Formation – We will read On a Farm. 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 a hog is big pig. Definition Assist students in reading the word makes. Students have not been taught that the a_e spelling pattern makes the long a sound. Ask five students to read the sentence, “There is a hog on the farm.” Teacher says, “Point to a word that has the /oi/ sound in it. Read it to your partner and get ready to read it to me.” Select five students to read the word. Name a high-frequency word on the page. 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 hog? What sound does a hog make? Where is the hog? Comprehension There is a hog on the farm. The hog makes the “oink” sound. Can you sound like a hog?

Block 3: Phonics/Letter Formation – We will read On a Farm. 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. Assist students in reading the words make and maa. Students have not been taught that the a_e spelling pattern makes the long a sound. Also students have not been taught nonsense words. Ask students to read the sentence, “There is a goat on the farm.” Teacher says, “What sound does the letter pattern oa makes? Point to a word that has the letter pattern oa. Read it to your partner and get ready to read it to me.” Choose up to five students to read the word. Name a high-frequency word on the page. 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? There is a goat on the farm. The goat makes the “maa” sound. Can you sound like a goat? Where is the goat? What sound does the goat make? Comprehension

Block 3: Phonics/Letter Formation – We will read On a Farm. 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. Assist students in reading the words make and baa. Students have not been taught that the a_e spelling pattern makes the long a sound. Also students have not been taught nonsense words. Ask five students to read the sentence, “There is a sheep on the farm”. Name a high-frequency word on the page. 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? There is a sheep on the farm. A sheep makes the “baa” sound. Can you sound like a sheep? Where is the sheep? What sound does the sheep make? What does the image tell us about a sheep? Comprehension

Block 3: Phonics/Letter Formation – We will read On a Farm. 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. Assist students in reading the words chicken and makes. Students have not been taught the sound suffixes make such as –en. Students have also not been taught that the a_e spelling pattern makes the long a sound. Ask students to read the sentence, “Can you sound like a chicken?” Teacher says, “Point to a word that has the letter pattern ck in it. What sound does the letter pattern ck make? Read the word.” Choose up to five students to read the word. 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? There is a chicken on the farm. The chicken makes the “cluck” sound. Can you sound like a chicken? Where is the chicken? What is the sound a chicken makes? Do the words tell the chicken is white? Comprehension

Block 3: Phonics/Letter Formation – We will read On a Farm. 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 a rooster is a male/boy chicken. Definition Assist students in reading the words make and cock-a-doodle-doos. Students have not been taught that the a_e spelling pattern makes the long a sound. Also students may only be familiar with some of the sounds in the phrase. Ask students to read the sentence, “There is a rooster on the farm.” Teacher says, “Point to a word that has the long o sound. Read it to your partner and get ready to read it to me.” Choose up to five students to read the word. Read a high-frequency word on the page. 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? There is a rooster on the farm. The rooster makes the “cock-a-doodle-doo” sound. Can you sound like a rooster? Where is the rooster? What sound does a rooster make? What does the image tell us about a rooster? Comprehension

There are a lot of sounds on the farm. Block 3: Phonics/Letter Formation – We will read On a Farm. 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. Ask students to read the sentence, “There are a lot of sounds on the farm.” Name a high-frequency word on the page. Phonics What sounds are made On a Farm? Tell me an animal on the farm and make that sound. Tell me something about the text we read today. 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? There are a lot of sounds on the farm.

Mask by Mike Jones Solving Math Problems Block 3: Phonics/Letter Formation – We will read the story Mask 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. Mask by Mike Jones Throughout the story, there are phonics (green box), comprehension (red box) questions and definitions (purple box). Some words are colour-coded. The green words 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. Note: Assist students in reading words with the letter ‘s’ in the end. Students have not been taught sometimes the letter sound ‘s’ changes at the end of a word. Teacher Note What is the title of the story? 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?

Block 3: Phonics/Letter Formation – We will read the story Mask 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. Assist students in reading the words friend. Students have not been exposed to this high-frequency word. Ask five students to read the sentence, “Shred the shark found a mask.” Select five individual students to blend and segment the word Shred. What is the beginning sound of the word? What is the ending sound of the word? Point to a high-frequency word on the page. 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? Shred the shark found a mask. He will ask his friends if they lost a mask. Who is the character? What is Shred? What is Shred going to ask? Comprehension

Block 3: Phonics/Letter Formation – We will read the story Mask 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. Consider having students pretend to swim like Chip the fish. Teacher Note Assist students in reading the word your. Students have not been exposed to this high-frequency word. Ask five students to read the sentence, “Shred sees Chip the fish.” Teacher says, “Point to a word that ends with the /m/ sound and read it to your partner. Then get ready to read it to me.” Choose up to five students to read the word. 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? Shred sees Chip the fish. “Is this your mask?” asks Shred. “No, it is not. Look at me swim!” said Chip. Who is Chip? What did Shred ask Chip? Does the image give information that Shred asked Chip something? Do the words give information that Chip has stripes? Comprehension

Block 3: Phonics/Letter Formation – We will read the story Mask 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. Consider having students jump like Flounder the fish. Teacher Note Assist students in reading the words your and Flounder. Students have not been exposed to the high-frequency your. Also, students will need help reading multisyllable words. Teacher says, “Point to a high-frequency word jump on the page and read it to your partner. Then, get ready to read it to me.” Choose up to five students to read a high-frequency word. 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? Shred sees Flounder the fish. “Is this your mask?” asks Shred. “No, it is not. Look at me jump!” said Flounder. Who is Flounder? What does Flounder want Shred to see? Was that Flounder’s mask? Comprehension

Block 3: Phonics/Letter Formation – We will read the story Mask 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. Assist students in reading the words says and your. Students have not been exposed to these high-frequency word. Ask five students to read the sentence, “Shred sees Blub and Gulp the fish.” Select five individual students to blend and segment the word Blub. What is the beginning sound of the word? What is the ending sound of the word? Teacher says point to the high-frequency word play. Choose up to five students to read the word using difference voices such as a silly voice. 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? Shred sees Blub and Gulp the fish. “Is this your mask?” asks Shred. “No, it is not. Look at us play,” says Blub and Gulp. Do the words give information that Blub and Gulp are fish? How do you know? What does Shred ask Blub and Gulp? Comprehension

Block 3: Phonics/Letter Formation – We will read the story Mask 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. Consider having students do star jumps like Trish the starfish. Teacher Note Explain to the students that although they are called starfish they are not fish. Also explain to the students it is better to refer them to sea stars. Definition Assist students in reading the words starfish and your. Students have not been taught compound words. Also students have not be exposed to this high-frequency word your. Ask five students to read the words star and jump. Read a high-frequency word on the page. Read the word using difference voices such as a silly voice. 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? Shred sees Trish the starfish. “Is this your mask?” asks Shred. “No, it is not. Look at me do star jumps,” said Trish. Who does Shred see? Is it Trish’s mask? What does Trish ask Shred to look at? Comprehension

Shred sees a man! “Is this your mask?” asks Shred. Block 3: Phonics/Letter Formation – We will read the story Mask 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. Assist students in reading the word your. Students have not been exposed to this high-frequency word. Ask students to read the sentence, “Shred sees a man!” and say it in the most surprising voice. Teacher says, “Point to the high-frequency word this on the page and read it to your partner. Then, get ready to read it to me in a silly voice.” Choose up to five students to read the word. 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? Shred sees a man! “Is this your mask?” asks Shred. Who does Shred see? What does Shred ask? Comprehension

Block 3: Phonics/Letter Formation – We will read the story Mask 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. Assist students in reading the word happy. Students have not been taught that the letter y can make the long e sound. Ask five students to read the sentence, “ He put it on and swims away.” Select five individual students to blend and segment the word shark. What is the beginning sound of the word? What is the ending sound of the word? Name a high-frequency word on the page. 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? “Yes it is!” said the man. He puts it on and swims away. Shred the shark is happy to help. Why is Shred the shark happy? What did Shred the shark do in the story? Tell me what the story was about. 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 Write the word on your own. 1 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. 168

Wheel of FUN WOF# 2032 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 ____. Checking for Understanding High-Frequency Sentences p. 58 Teacher and students read the high-frequency word, alternating between each other five times. Teacher Note

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. 93 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 descriptive words. Block 4: High-Frequency Words & Voc. Development Learning Objective Declare the Objective We will read descriptive words. What will we read? We will read _______. Concept Development Consider bringing in different items for students to describe. 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 A descriptive word tells about something or someone. We can tell about how they look or how they act. loud quiet nice mean fast slow new old Point to a vocabulary word and ask: Describe something that is _________? _______ is __________ because_________. Checking for Understanding Skill Development & Guided Practice Have five students respond to the statement: Point to something and have students describe it. Teacher asks, “Describe this _____?” (Pair-Share and call on non-volunteers) Teacher Note: Method of Delivery

Open Time: Teacher’s Choice Block 5: Performance & Rotational Activities Open Time: Teacher’s Choice Review concepts and skills taught from the previous weeks.

Wheel of FUN WOF# 2032 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 determine how word order changes meaning. Block 6: CAP/ Reading Comprehension (Determine how word order changes meaning.) Learning Objective We will determine how word order changes meaning. Periodic Review 1 The word order in a sentence can change the meaning. Concept 1 Listen to the first sentence. 2 Listen to the second sentence. 3 What changed in the second sentence? (Pair-Share) 4 Determine how the word order changes the meaning of the sentence. “The word order changes the meaning __________.” Determine how word order changes meaning. 1 Sentence #1: The plants eat beetles. Sentence #2: The beetles eat plants. 2 Sentence #1: The rope swings on the monkey. Sentence #2: The monkey swings on the rope. 3 Sentence #1: The sun moves around the Earth. Sentence #2: The Earth moves around the sun. The beetles and plants changed. The word order changed the meaning to the beetles eat plants instead of the plants eat beetles. The monkey and rope changed. The word order changed the meaning to the monkey swings on the rope instead of the rope swings on the monkey. The Earth and sun changed. The word order changed the meaning to the Earth moves around the sun instead of the sun moves around the Earth. Extended Thinking Draw a picture to show the meaning of the first sentence. Draw a picture to show the meaning of the second sentence. The man roars at the tiger. The tiger roars at the man.

Star fish different big small colour five arms Block 6: CAP/ Reading Comprehension (Write about a topic.) Learning Objective A topic is what the text is about. To write about a topic, give facts. Concept We will write about a topic. Periodic Review 5 1 Listen to the topic. a Share what you know about the topic. (Pair-Share) 2 Write about a topic. Describe the topic. Write about a topic. Word Bank Star fish different big small colour five arms Topic: Starfish Starfish live in the ocean. Starfish can be big or small. Starfish have five arms. Extended Thinking Write another fact about the topic starfish. Answers will vary. Starfish have rough skin.

We will present a fact from the text. Block 6: CAP/Reading Comprehension 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 Declare the Objective We will present a fact from the text. What will we present? We will present________ Concept Development Use your strong voice. Name one thing you do to present. In your own words, what does present mean? “Present means _____________.” Checking for Understanding To present means to talk in front of people. To present: Tell a fact about something Stand up Speak clearly Use your strong voice Starfish are not fish. Provide more examples of facts that are presented such as starfish can be different colours. Provide oral examples of speaking clearly and not speaking clearly. Refer to the Voice Levels Poster for “Strong Voice.” Use your strong voice and have students practise their strong voice with their partners. Teacher Note 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? Skill Development & Guided Practice Teacher reads a text to the class. Make sure to stand up, speak clearly and use your strong voice. Then, have the students practise reading a fact or two from the previous lesson to their partner. Select five students to read their text to the class, if times allows. Remind the students to stand up, speak clearly and use their strong voice. Teacher Note: Method of Delivery

Tell me something about the story or text, On a Farm or Mask Block 7: Closing Provide sentence frames, if appropriate. (Example, I learned _______.) Consider asking comprehension questions from the story or text 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 something about the story or text, On a Farm or Mask (Provide a word for the students to blend and segment.) Retell me something about the story or text we read. Name a descriptive word. Act it out. Use the high-frequency words away and soon in a sentence.