can a c n n p m m n d a nd h n x b t p o d p l b ll a ACTIVITY 1 – Teacher Guided – Phonemic Awareness ACTIVITY 1 – Teacher Guided – Phonics Activity ACELA 1457 Circle the letter or letters that make the ending sound for the new word. Write the new word on the line. a c n n p m m n d a nd h can Materials: Print out this slide and give a pencil to each student. Directions: Ask the students to look at the first picture. Say the name of the picture. Say the name of the second picture. What sound changed to make the new word? Circle the letter or letters that makes that sound. Then, write the new word on the line. For example, say cat. Say can. What sound changed to make the new word? /n/. Circle the letter or letters that makes that sound. Students would circle the letter n. Words: cat to can, man to map, mat to mad, hat to hand, pat to pan, pot to pop, and hot to hop and bat to ball n x b t p o d p l b ll a

What will you give me? Will you give me a goat or a bird in a cage? ACTIVITY 2 – Teacher Guided – Read words. Word Bank then, thank, long, day, help, first, before, after, when, they, cake, rake, make, bake, snake Where do they live? What will you… What will you give me? Will you give me a goat or a bird in a cage? Where do the prince and princess live? They live in a castle. Do you think they like living in a castle? What will you play today? Will you play golf or a game of chess? Where do the birds live? The birds live in a tree. How do they get there? They fly up to the tree. What will you do today? Will you watch the rain fall? Will you go for a walk? Where does a cow live? Does a cow live in the city? I think the cow lives on a farm. Materials: Print out slides two and three and give a pencil and crayons to each student. Directions: Ask the students to write three to five separate sentences using the words from the word bank. 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. Allow students to draw pictures when finished.

What will you give me? Will you give me a goat or a bird in a cage? ACTIVITY 2 – Teacher Guided – Read words. Where do they live? What will you… What will you give me? Will you give me a goat or a bird in a cage? What will you play today? Will you play golf or a game of chess? Where do the prince and princess live? They live in a castle. Do you think they like living in a castle? What will you do today? Will you watch the rain fall? Will you go for a walk? Where do the birds live? The birds live in a tree. How do they get there? They fly up to the tree. Where does a cow live? Does a cow live in the city? I think the cow lives on a farm. Materials: Print out slides two and three and give a pencil and crayons to each student. Directions: Ask the students to write three to five separate sentences using the words from the word bank. 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. Allow students to draw pictures when finished.

much then thank first before after know tell which cold day call help ACTIVITY 3 –High-frequency words ACELA 1778 much then thank first before after know tell which cold day call help going each every people when why long Materials: Print out slides four, five and six single sided. Give each student a pencil and slide six. Prior to the activity, cut slides four and five 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.

too or did where could any from also full of does never come him her ACTIVITY 3 –High-frequency words ACELA 1778 too or did where could any from also full of does never come him her think an once than has Materials: Print out slides four, five and six single sided. Give each student a pencil and slide six. Prior to the activity, cut slides four and five 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.

ACTIVITY 3 –High-frequency words ACELA 1778 Materials: Print out slides four, five and six single sided. Give each student a pencil and slide six. Prior to the activity, cut slides four and five 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.

What is the best pet to have? ACTIVITY 4 – Teacher Guided – Write an opinion. ACELY 1661 What is the best pet to have? 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 pet to have. Tell me why it is the best pet. Directions: Ask the students to write an opinion. Students should write between four to six sentences telling me the best pet. 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 sport. Prior to the activity, create an example for the students.

ACTIVITY 4 – Teacher Guided – Write a story. ACELY 1661 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 pet to have. Tell me why it is the best pet. Directions: Ask the students to write an opinion. Students should write between four to six sentences telling me the best pet. 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 sport. Prior to the activity, create an example for the students.

Teacher Guided: Phonics Rotational Activity 2 Write sentences Block 5: Performance & Rotational Activities Rotational Activity 1 Teacher Guided: Phonics Rotational Activity 2 Write 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 give a pencil to each student. Directions: Ask the students to look at the first picture. Say the name of the picture. Say the name of the second picture. What sound changed to make the new word? Circle the letter or letters that make that sound. Then, write the new word on the line. For example, say cat. Say can. What sound changed to make the new word? /n/. Circle the letter or letters that make that sound. Students would circle the letter n. Words: cat to can, man to map, mat to mad, hat to hand, pat to pan, pot to pop, and hot to hop and bat to ball Materials: Print out slides two and three and give a pencil and crayons to each student. Directions: Ask the students to write three to five separate sentences using the words from the word bank. 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. Allow students to draw pictures when finished. Materials: Print out slides four, five and six single-sided. Give each student a pencil and slide six. Prior to the activity, cut slides four and five 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 pet to have. Tell me why it is the best pet. Directions: Ask the students to write an opinion. Students should write between four to six sentences telling me the best pet. 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 sport. Prior to the activity, create an example for the students.