Year 1 - Term 4, Day 37 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

number stop right through over only not thank then much help day long Block 1: Opening Daily Review High-Frequency Words number stop right through over only not thank then much help day long which tell know never why come full also 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 make new words. Make a new word. -ook Block 2: Phonemic Awareness (Make new words.) Learning Objective To make new words, change the beginning sound. Remember the Concept We will make new words. Skill Development & Guided Practice Make a new word. -ook b/ook h/ook l/ook c/ook Students are practising making a new word by changing beginning sounds, digraphs and consonant blends can be used as beginning sounds. Say the word (book). Teacher and students alternate five times. Teacher separates the sounds by onset and rime: b/ook. Teacher and students alternate five times. Teacher will say, “Now, we will change the /b/ in book to /h/. Now hook h/ook (onset/rime).” Teacher and students alternate five times. Say the new word h/ook = hook Continue to change and add sounds to make new words such as /h/ in hook to /l/ in look and /k/ to make the new word cook. Effective Feedback: If students answer incorrectly, or do not have a response, de-escalate by repeating the beginning sound and by segmenting by onset and rime. Teacher Note: Method of Delivery

Wheel of FUN WOF# 1922 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 a text. Read the words: food ways how know cooked many Block 3: Phonics/Letter Formation – We will read the text How to Cook. 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 a text. Activate Prior Knowledge Students get a separate handout of the text. Students will read the 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 vowels, consonant blends and r-controlled, letter patterns ow and oi, silent letter k, long and short oo and soft and hard c Letter sounds: long a, e, i, o, kn/n/, r-controlled /ar/, long and short /oo/, c /k/, c/s/, ow/ow/ and oi/oi/ Text word count: 117 Words Teacher Note Read the words: Letter Sounds and Patterns Different Ending Form Words High-Frequency words food ways how know cooked many people stove and oven are bake 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 to Cook by Mark Smith Solving Math Problems Block 3: Phonics/Letter Formation – We will read the text How to Cook. 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 How to Cook by Mark Smith 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?

Do you know how to cook? There are many ways to cook food. Block 3: Phonics/Letter Formation – We will read the text How to Cook. 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 know means to have information about something. Explain to the students that know is different than no that means you can’t do something. Definition Do you know how to cook? There are many ways to cook food. Read the sentence, “There are many ways to cook food.” Select five individual students to blend and segment the word way. What is the beginning sound of the word? What is the ending sound of the word? Do know and how rhyme? How do you know? Do the words know or how have the ow /ow/(insert sound) sound? If no, say the ending sound for each 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? What is the text about? What type of literature is this? Fiction or non-fiction? How do you know? Comprehension

Block 3: Phonics/Letter Formation – We will read the text How to Cook. 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 fry means to cook something in hot oil. Explain to the students that a vegetable is a plant that is used for food. Definition People can cook food on a stove. People can boil rice and noodles. People can fry meat and vegetables. Assist students in reading the word vegetables. Students may need help reading multisyllable words. Read the sentence, “People can boil rice and noodles.” What is the medial sound in the words noodles? What is another word with the medial long /oo/(insert sound) sound on the page? Produce a word that rhymes with rice. 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? Name one fact about cooking food on the stove. (Pair-Share) Comprehension

Block 3: Phonics/Letter Formation – We will read the text How to Cook. 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. People can cook food in the oven. People can broil meat and fish. People can bake bread and cakes. Explain to the students that the word broil means to cook food under a direct heat or flame. Definition Ask students to read the word broil. Produce two words that rhyme with broil. Read the sentence, “People can bake bread and cakes.” If we change the /b/ in bake to /k/ what word would be the new 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? What can people broil? What can people bake in an oven? Do the pictures support the text that fish and bread can be cooked in the oven? Explain your answer. Comprehension

Block 3: Phonics/Letter Formation – We will read the text How to Cook. 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. People can cook food in the microwave. A microwave cooks all foods like meat, dairy and vegetables. Explain to the students that a microwave is a kind of oven that cooks food very fast. Definition Assist students in reading the words microwave, dairy and vegetables. Students may need help reading multisyllable words and have not been taught the letter y makes the long e sound. Read the sentence, “People can cook food in a microwave.” Point to a high-frequency word on the page and read it. 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 microwave? What can be cooked in a microwave? Comprehension

Block 3: Phonics/Letter Formation – We will read the text How to Cook. 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 barbie is an outside grill that you cook food on. Explain to the students that a vegetable is a plant that is used for food. Definition People can cook food on the barbie. People can grill meat and vegetables. Assist students in reading the words barbie and vegetables. Students may need help reading multisyllable words. Read the sentence, “People can cook food on the barbie.” Ask students to read the word grill. Produce two words that rhyme with grill. 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? Does the image give us information about what can be cooked on the barbie? Explain your answer. What do people cook on a barbie? Comprehension

Block 3: Phonics/Letter Formation – We will read the text How to Cook. 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 raw means food that is not cooked. Explain to the students that a vegetable is a plant that is used for food. Definition Some food does not need to be cooked. People can eat fruit and vegetables raw. Assist students in reading the words raw and vegetables. Students may need help reading multisyllable words. Students have not been taught that the spelling pattern aw makes the short o sound. Ask students to read the word cooked. What is the different ending form on the word cooked? Point to the high-frequency word does 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 can people eat raw? What does raw mean? Comprehension

Block 3: Phonics/Letter Formation – We will read the text How to Cook. 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. There are many ways that people can cook food. But if you are really hungry, grab a fruit or vegetable. Assist students in reading there, hungry and vegetable. Students have not been taught the high-frequency word there and may need help reading multisyllable words. Read the sentence, “There are many ways that people can cook food.” 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? What is the purpose of the text? Is it to entertain or to inform? Name a fact from the text. What way would you like to cook food? 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. 175 A verbal path for the letter is available in the appendix of the Handwriting Workbook. Teacher Note

Wheel of FUN WOF# 1988 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. 115 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

An article is a piece of writing about something. Block 4: High-Frequency Words & Voc. Development Lesson Vocabulary A word processing program is used for writing stories or information on a computer. An article is a piece of writing about something. 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: Phonemic Awareness Rotational Activity 2 Block 5: Performance & Rotational Activities Rotational Activity 1 Teacher Guided: Phonemic Awareness Rotational Activity 2 Write sentences Rotational Activity 3 High-frequency words Rotational Activity 4 Teacher Guided: Write a narrative. Click the to go directly to the activity. Teacher gives directions for each rotational activity. Teacher Note Materials: Print out slides one and two single-sided. Students will be playing a game similar to “Go Fish.” Cut out each card. Mix up the cards. Pass out five cards to each student with the remaining cards in a stack in the center. Directions: Select the initial player. The first student picks a card from their stack/hand and says the name of the picture. Then, the student will say the medial/middle sound of the word. Next, the student will ask the other students, “Do you have a word with the medial/middle sound _____ (say medial sound).” The student will ask each student playing the game if they have that sound. If yes: Place the pair on the table in front of you. Then, the next student takes a turn. If no: The students say, “Go find the medial sound.” The student will then draw one card from the stack in the center. If that card makes a pair, place the pair on the table. If the card does not make a pair, the student keeps the card in their hand. Now, the player next to the initial player plays. Turns end when all pairs are made, or all cards are drawn from the center stack. If a student runs out of cards, have the student get four more from the center stack. The player with the most medial sound pairs wins the game. Materials: Print out slides three and four 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 the slide and give each student a pencil. Directions: Have the students read the word, write the word and use it in a sentence. Materials: Print out slides six and seven and give a pencil and crayons to each student. Tell students they will write a narrative/story. Directions: Ask the students to write a narrative. Students should write between four to six sentences. Remind students to include a beginning, middle and ending of the narrative. 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 narrative. Prior to the activity, create an example for the students.

Wheel of FUN WOF# 2045 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.)

A B C We will write using a computer. Look at the pictures. Block 6: CAP/ Reading Comprehension (Write using a computer.) Learning Objective What will we write? We will write ________. Declare the Objective We will write using a computer. 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 Activate/Provide Prior Knowledge Look at the pictures. Which picture is the mouse? Which picture is the keyboard? C Students, you already know the parts of a computer. We use the keyboard and mouse to type things on a computer. We can type stories or information on a computer. Now, we will learn to write using a computer. Make the Connection A A B C

A computer can be used to write a story or information. Block 6: CAP/ Reading Comprehension (Write using a computer.) Concept Development Consider creating a “Student Work” folder for each computer. The word processing program should be easy for the students to find. Project a word program on the screen to show students where things are located such as file, save as, etc. Teacher Note A computer can be used to write a story or information. Write using a computer Open a word processing program2 Save the document Click file in the corner Click “save as” Click desktop Type your name Click save Type the story or text using the keyboard Use the space bar to add spaces between words Name one thing we do to write using a computer. Name one step for saving a document. (Pair-Share) In your own words, what can a computer be used to write? “A computer can be used to write __________.” Checking for Understanding 1 a program used for writing stories or information on a computer Definitions

A computer can be used to write a story or information. Block 6: CAP/ Reading Comprehension (Write using a computer.) Skill Development & Guided Practice Model to the students where they can locate the word processing terms to save the document (i.e., file, save as, desktop). Have students follow each step for saving a document. Teacher Note A computer can be used to write a story or information. 1 Listen to the instructions. 2 Click on the word processing program. 3 Save the document. a Click file in the left-hand corner. b Click save as. c Click desktop. d Type your name and Year 1 in the file name box. e Click save Write using a computer. 3 How did I/you save the document? Checking for Understanding

My name is Mrs Smith. I am 25 years old. I teach grade one. Block 6: CAP/ Reading Comprehension (Write using a computer.) Consider typing the information in an actual word processing program instead of using the answer provided. Show students how to write using a computer by typing the information. Remind the students to use the space bar between words. Teacher Note Skill Development & Guided Practice A computer can be used to write a story or information. 1 Write using a computer. 2 Type the information using the keyboard. (use the spacebar between words) a Write your name. b Write your age. c Write your grade. d Click file and then save Write using a computer. 2 How did I/you write using a computer? Checking for Understanding My name is Mrs Smith. I am 25 years old. I teach grade one.

We will explore digital text. Block 6: CAP/ Reading Comprehension (Explore digital text.) Learning Objective 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. Provide a website for students to explore for the extended thinking portion. Teacher Note We will explore digital text. Periodic Review 2 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. Digital text is written text found on the computer and internet. 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. . Remember the Concept Type in the link: http://easyscienceforkids.com/all-about-australia/ Easy Science for KIDS (Students can also type the site name in a search engine.) Directions Teacher Notes Click on Human Body. Scroll the page looking at the science articles1. (Allow students a few seconds to look at the page.) Click on Sense of Smell. Use the navigation bar, click the back arrow. (Students should return to the Human Body page.) Use the navigation bar, click the forward arrow. (Students should return to the Sense of Smell page.) Scroll the page looking at the science article and pictures. Click on Plants at the top of the page. Scroll the page looking at the science articles. Click on Easy Science for Kids Home at the top of the page. Extended Thinking Allow students to use the navigation bar to further look at Easy Science for KIDS website. 1 a piece of writing about something Definitions

Wheel of FUN WOF# 2102 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 use different ending forms. Block 7: Grammar (Use different ending forms.) Learning Objective Declare the Objective We will use different ending forms. What will we use? We will use_______. Grammar Workbook p. 74 Refer to the grammar workbook for daily activity. Teacher Note

Tell me something about the text, How to Cook. Block 8: Closing Provide sentence frames, if appropriate. (Example, I learned _______.) Consider asking comprehension questions from the story/text to review literary concepts such as: What is the setting? Describe the character. What is the problem? What is the solution? Name a fact from the text. What is the purpose of the text? Teacher Note Tell me something about the text, How to Cook. Blend and segment the word food. What is the medial sound in food? What did you learn about writing using a computer? Use the high-frequency word good in a sentence.