Year 1 - Term 4, Day 24 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 sounds. Daily Review Review different letter sounds and letter patterns. Day 24 covers r-controlled letter patterns and other sounds during the phonics section. 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 which tell know never why come full also Block 1: Opening Daily Review High-Frequency Words thank then much help day long which tell know never why come 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 identify medial sounds. Block 2: Phonemic Awareness (Identify medial sounds.) 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 identify? We will identify________. Declare the Objective We will identify medial sounds. Concept Development Which picture has the medial sound of short /oo/? How do you know? “Picture ______has the medial sound short /oo/ because_________.” A. B. Why is /a/ not the medial sound in the word wood? In you own words, what is the medial sound? “The medial sound is__________.” Checking for Understanding Medial sound is the middle sound in a word. Medial Sound book 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? quail – long a street – long e spoon – long /oo/ mow Not the medial sound: /p/ in plant /k/ in clock /t/ in plot

1 Listen to the word. (Teacher says word) Block 2: Phonemic Awareness (Identify medial sounds.) Skill Development & Guided Practice Medial sound is the middle sound in a word. Remember the Concept 1 Listen to the word. (Teacher says word) 2 Say the word with the teacher. 3 Identify the medial sound. (say medial sound) Identify medial sounds. Teacher says the word such as “ring.” Students repeat the word “ring.” Call on five non-volunteers to repeat the word. Then, teacher segments (r/i/ng) or smooth blends (rrriiiing) the word to listen for the medial or middle sound. Students segment or smooth blend the word. Call on five non-volunteers to segment the word. Teacher says the medial sound is short i (insert sound). If students answer incorrectly or do not have a response, teacher should de-escalate by offering the beginning, middle or ending sounds. Teacher Note ring – short i coin – /oi/ bed – short e crash – short a cape – long a clean– long e

We will make new words. Make a new word. ca_e- Block 2: Phonemic Awareness (Make new words.) Learning Objective To make new words, change the ending sound. Remember the Concept We will make new words. Skill Development & Guided Practice Make a new word. ca_e- cage cape cake cave Students are practising making a new word with the long e sound (a_e) by changing ending sounds. Say the word (cage). Teacher and students alternate five times. Teacher separates the sounds by saying the first sound and vowel together then ending sound: ca ge. Teacher and students alternate five times. Teacher will say, “Now, we will change the last sound in cage with /p/. Now say ca pe.” Teacher and students alternate five times. Say the new word ca pe = cape. Continue to change sounds to make new words such as /p/ in cape to /k/ to make cake; /k/ in cake to /v/ to make cave. 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# 2145 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 story. Read the words: Riley saves which jar stares Block 3: Phonics/Letter Formation 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 story. Activate Prior Knowledge Students get a separate handout of the story. Students will read a story that is comprised of the letter sounds, letter patterns, ending forms and high-frequency words taught throughout the year. Throughout the story, there are sidebar notes. Please refer to these notes as you read the story. The table provides examples of the letter sounds, letter patterns, different ending forms, grammar and high-frequency words that will be seen throughout the story. Letter Patterns: r-controlled words and consonant blends, oi words, long vowels Letter Sounds: /Әr/, /ar/, /air/, /ear/, /oi/ and long a, i,, o, u Story Word Count: 115 words Teacher Note Read the words: Letter Sounds and Patterns Different Ending Form Words High-Frequency words Riley saves which jar stares does steer buying each clerk all 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?

A New Car by Malcom Cole Solving Math Problems Block 3: Phonics/Letter Formation – A New Car. 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. A New Car by Malcom Cole Throughout the story, 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 have not been taught. Purple words are words that will need to be defined. Please refer to the purple sidebar box for definitions. 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 story? Who is the author? What do you think this story is about? Comprehension

Riley saves coins in a jar. Block 3: Phonics/Letter Formation – A New Car. 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. Riley saves coins in a jar. Ask five students to read the word saves or coins. 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? What is the medial 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? What is the character’s name? What is the character doing? Comprehension

Riley is saving the coins to buy a toy car. Block 3: Phonics/Letter Formation – A New Car. 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 buying means to get something (like a toy) by paying money. Definition Riley is saving the coins to buy a toy car. Assist students in reading the word buying. The letters uy in buying make the long i sound. Ask five students to read the word car. 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 word car on the page. Teacher points to the word car and says, “Read this word to your partner.” What is another word that rhymes with car? 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 Riley want to buy? Comprehension

Block 3: Phonics/Letter Formation – A New Car. 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 buy means to get a thing by paying money Definition Riley takes his jar of coins to the toy shop. He can’t wait to buy a new toy car. Assist students in reading the word can’t. Students have not learned contractions. Ask students to read the words take, wait or shop. 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? Teacher tells the students to point to the word shop. Select five individual students to make a new word by changing the beginning sound. Point to the high-frequency word live 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 does Riley take to the shop? Comprehension

Block 3: Phonics/Letter Formation – A New Car. 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 buy means to get something (like a toy) by paying money. Explain to the students that a clerk is a person who helps you at a shop. Definition Riley shows the clerk his jar of coins. He tells her he wants to buy a toy car. Assist students in reading the word buy. The letters uy in buy make the long i sound. Ask students to read the words clerk and wants. 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? What is the medial sound of the word tell? Ask students to read the word coins, Is the /oi/ sound in the word coins? What is another word on this page that has the /oi/ sound? 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 person does Riley talk to? Comprehension

Block 3: Phonics/Letter Formation – A New Car. Explain to the students that buy means to get a thing by paying money Definition 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 buy and eyes. The uy in buy and the ey in eyes make the long i sound. Ask students to read the word stare. Does the word stare have a r-controlled –are/air/ (insert sound) sound? 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? Is the /oi/ sound in the word points? What is another word that has the /oi/ sound? toy, boy, foil, oil, soil, joy, coin, noise 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 Riley stares at each car. He does not know which car to buy. He closes his eyes and points to the red car. 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 does Riley pick a car? Comprehension

Riley uses all of the coins in his jar to buy the car. Block 3: Phonics/Letter Formation – A New Car. 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. Riley uses all of the coins in his jar to buy the car. Assist students in reading the word buy. The letters uy in buy make the long i sound. Ask students to read the word uses. 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? What is the medial sound of the word? 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 happened to Riley's coins? Comprehension

Block 3: Phonics/Letter Formation – A New Car. 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 around means on every side of his room. Definition At home, Riley steers his new toy car around his room. He plays with the car all day long. He loves his new toy car. Assist students in reading the word around. The “ar” in around does not make the r-controlled sound. The a makes the short a sound. Ask five students to read the words steers, home or toy. 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? If the word is cvc ask: What is the medial sound of the word? Point to the high-frequency word plays 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? Infer how Riley feels. Why would Riley be happy or excited at this point in the story? Tell me what happened in the story. 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. 163 A verbal path for the letter is available in the appendix of the Handwriting Workbook. Teacher Note

Wheel of FUN WOF# 1805 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 Words p. 47 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 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. 105 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

Story Vocabulary Block 4: High-Frequency Words & Voc. Development 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 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 informative text. 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 picture. Say the name of the picture. Ask the students to read the word shade. Have the students write the letters sh- in the row below to make a new word. Have the students read the new word. Then, have the students write two sentences using the new words on the back of this activity. For example, add (sh) to the letter eep to make sheep. Add (sh) to the letter ape to make shape. Add (sh) to the letter op to make shop. Materials: Print out slides two and three and give a pencil and crayons to each student. Write a text that uses words from the word bank. Draw a picture about the text. Directions: Ask the students to write three to five 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 five. Cut up slides three and four and place the words around the room. Directions: Have students walk around the room and look for the words they know. Have the students say the word and then write the words on the blank slide. Have the students come back after five or ten minutes and share the words that they found with the other students. Materials: Print out slides seven and eight and give a pencil and crayons to each student. Tell the students they will write facts about the topic. Teacher needs to create a topic prior to the lesson. Give students a topic sentence. Directions: Ask the students to write facts about the topic. Students should write between three to five sentences. 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 something about the topic.

Wheel of FUN WOF# 2145 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.)

Block 6: CAP/ Reading Comprehension – Informational To recall is to say facts from the text. Facts are pieces of information. We recall text by remembering the facts. Context clues are words that help determine the meaning of a new word. An illustration is a picture. An illustration gives information about the text. The purpose is the author’s main reason for writing. To entertain is to tell a story you will enjoy. To inform is to give facts about something. To persuade is to give an opinion. Remember the Concepts Reading Activity The Giant Panda 1. The giant panda is a bear that lives in China. 2. A giant panda weighs1 around 99 kilograms. 3. Giant pandas eat plants called bamboo. 4. When giant panda cubs are born they have very little hair. 5. They are also blind and do not open their eyes until they are six to eight weeks old. 6. The cub stays with its mother for up to three years. 36 words 1. What is the purpose of the text? A to inform B to entertain C to persuade 2. Using context clues, what is the meaning of the word blind A a sound B bear C cannot see 3. Does the illustration support that giant pandas eat plants? Yes No 4. Does the illustration support that giant pandas live in China? 5. Circle the facts from the text. A Giant pandas weigh around 99 kilograms. B Giant pandas live in China. C Giant pandas also live in zoos. D Giant panda cubs do not open their eyes until they are six to eight weeks old. 1 how heavy something is Definitions

Reading Comprehension Strategies ACELY 1660, ACELY 1659 Block 6: CAP/Reading Comprehension Teacher Instructions: This slide appears throughout the week. Select one or two stories. We have provided a suggested list below, but feel free to select a different book. Prior to each story, review CAP, define unknown words and make predictions. After reading the story, have students respond orally to the questions provided or refer to the “Respond to Text” poster. Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Reading Comprehension Strategies ACELY 1660, ACELY 1659 Suggested Story Choices Respond to Text Poster ACELT 1583 CAP Discuss the front cover, back cover, author, illustrator and title of the book before reading. Define difficult or unknown vocabulary words Picture Walk Discuss the pictures in the book, if available. Guide the students in a discussion of what could be going on based on the pictures. Have students make a prediction. Examine the cover illustration and read the title of the book. Using the title and illustration, ask students, “Can you predict what this book is about?” Me I Am! (2007) by Jack Prelutsky, Farrar, Straus and Giroux The Big Snow (2005) by Berta and Elmer Hader, Aladdin The Planets in Our Solar System (1998) by Franklin Branley, HarperCollins Gravity is a Mystery (2007) by Franklin Branley, HarperCollins Go, Jojo, Go (2012) by Tessa Bickford & Jennifer Castles, Allen & Unwin Pty Ltd. The Princess and the Packet of Frozen Peas (2012) by Tony Wilson, Peachtree Publishers Poems: http://www.poetrylibrary.edu.au/poems-theme-occasion/poems-for-kids Extra list of books: https://online.det.nsw.edu.au/prc/booklist/listBooksByTitle.html?letter=K&levelId=1 Imaginative Text: What is the purpose of the text? (to inform/ to entertain) Who is the character? What is the setting? Describe the plot. What is the problem? What is the solution? What did you like about the story? What did you dislike about the story? Informative Text: Name a fact from the text. What is the text about? 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?

Wheel of FUN WOF# 2095 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. 76 Refer to the grammar workbook for daily activity. Teacher Note

Tell me something about the story My New Car. Block 8: Closing Provide sentence frames, if appropriate. (Example, I learned _______.) Consider asking comprehension questions from the story to review literary concepts such as: What is the setting? Who is the character? Describe the character. What is the problem? What is the solution? Teacher Note Tell me something about the story My New Car. (Provide a word for the students to blend and segment.) Retell something that happened in the story we read. Use the high-frequency words much, then or thank in a sentence.