Foundation - Term 4, Day 33 Learn to Read

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

Letter Patterns 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

saw ran so this new has be at not but there now do am Block 1: Opening Daily Review High-Frequency Words saw ran so this new has be at not but there now do am 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. -ail 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. -ail m/ail t/ail s/ail n/ail Students are practising making a new word by changing beginning sounds. Say the word (mail). Teacher and students alternate five times. Teacher separates the sounds by onset and rime: m/ail. Teacher and students alternate five times. Teacher will say, “Now, we will change the /m/ in mail to /t/. Now say t/ail (onset/rime).” Teacher and students alternate five times. Say the new word t/ail = tail. Continue to change sounds to make new words such as /t/ in tail to /s/ in sail and /s/ in sail to /n/ to make the new word nail. Effective Feedback: If students answer incorrectly, or do not have a response, de-escalate by repeating the beginning sound and by segmenting by onsets and rimes. Teacher Note: Method of Delivery

We will make new words. Make a new word. ru- 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. ru- ru b ru g ru n ru t Students are practising making a new word by changing ending sounds. Explain to the students that the word rub means to move your hand back and forth on something to clean it. Also explain to the students the word rut means deep marks made by tiers on dirt or roads. Say the word (rub). Teacher and students alternate five times. Teacher separates the sounds by onset and rime: r/ub. Teacher and students alternate five times. Teacher will say, “Now, we will change the /b/ in rub to /g/. Now say r/ug (onset/rime).” Teacher and students alternate five times. Say the new word r/ug = rug. Continue to change sounds to make new word such as changing /g/ in rug to /n/ to make the new word run and change the /n/ in run to /t/ to make the new word rut. Effective Feedback: If students answer incorrectly, or do not have a response, de-escalate by repeating the ending sound and by segmenting by onsets and rimes. Teacher Note: Method of Delivery

Wheel of FUN WOF# 1855 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 story. Read the words: lost room found yard this top Block 3: Phonics/Letter Formation – We will read the story Lost Hat. 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 story. Activate Prior Knowledge Read the words: Students get a separate handout of the story. This will need to be printed. Students will read a story that is comprised of the letter-sounds, letter patterns 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 and high-frequency words (grey column) that will be seen throughout the story. Story word count: 146 words Teacher Note lost room found yard this top he pond help song that not 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?

Lost Hat by Rose Salazar Solving Math Problems Block 3: Phonics/Letter Formation – We will read the story Lost Hat. 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 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 Lost Hat by Rose Salazar What is the title of the story? Who is the author? What do you think this story is about? 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 Lost Hat. 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 top hat is a hat that is tall and black. Definition Ask five students to read the words lost or hat. 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? How many syllables do you hear in the word frog? 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? This is Bob. He is a frog. He lost his top hat. Can you help him look for it? Who is the character of the story? What did he lose? Comprehension

Block 3: Phonics/Letter Formation – We will read the story Lost Hat. 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 Bob’s and guitar. Students have not been taught possessive nouns or the special sound ui makes in the word guitar. Ask five students to read the words room or found. 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? How many syllables do you hear in the word guitar? 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? Bob looks in his room. Do you see Bob’s hat? Bob found his guitar! That is not his hat. He put it back. Where did the character look? What did the character find? Comprehension

Block 3: Phonics/Letter Formation – We will read the story Lost Hat. 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 kitchen and Bob’s. Students have not been taught possessive nouns and words that end with the suffix –en. Teacher asks, “Do the words hat and pot rhyme.” How do you know? Teacher says, “Point to a high-frequency word 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? Bob looks in the kitchen. Do you see Bob’s hat? Bob found a pot! That is not his hat. He put it back. Where is the character? What did the character find? Comprehension

Block 3: Phonics/Letter Formation – We will read the story Lost Hat. 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 Bob’s. Students have not been taught possessive nouns. Ask five students to read the words yard or flag. 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? 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? Bob looks in the yard. Can you see Bob’s hat? Bob found a flag! That is not his hat. He put it back. Where did the character look? What did the character find? Comprehension

Block 3: Phonics/Letter Formation – We will read the story Lost Hat. 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 Bob’s and wall. Students have not been taught possessive nouns or that double consonants at the end of a word make one sound. Ask five students to read the words Bob or coin. 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? 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? Bob looks by the wall. Can you see Bob’s hat? Bob found a coin! That is not his hat. He put it back. Where did the character look? What did he find? Comprehension

Bob looks by the pond. Can you see Bob’s hat? Block 3: Phonics/Letter Formation – We will read the story Lost Hat. 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 Bob’s. Students have not been taught possessive nouns. Ask students to read the words pond or see. What is the beginning sound? What is the ending sound? 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? Bob looks by the pond. Can you see Bob’s hat? Where did the character look? What do you think is going to happen next? Comprehension

Bob the frog found his top hat! He puts it on and sings a song. Block 3: Phonics/Letter Formation – We will read the story Lost Hat. 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 top hat is a hat that is tall and black. Definition Ask five students to read the words found or song. 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? 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? Bob the frog found his top hat! He puts it on and sings a song. What did the character find? What did the character do? Tell me something that 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. 33

Wheel of FUN WOF# 1985 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 ____. Point to a sentence and say: Read this sentence. Checking for Understanding High-Frequency Sentences p. 89 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 different things for students to describe as soft and hard. 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 is to tell about something or someone. We can tell about how they look or how they act. soft Soft means not stiff when touched, like a feather or pillow. hard Hard means very stiff or firm when touched, like a rock. Point to a vocabulary word and ask: What is soft? Soft is________. What is hard? Hard is________. Checking for Understanding Skill Development & Guided Practice Have five students respond to the statement: Point to soft and ask, “What is soft?” Point to hard and ask, “What is hard?”(Pair-Share and call on non-volunteers) Teacher Note: Method of Delivery

Teacher Guided: Phonemic Activity Rotational Activity 2 Block 5: Performance & Rotational Activities Rotational Activity 1 Teacher Guided: Phonemic Activity Rotational Activity 2 Teacher Guided: Read high-frequency words Rotational Activity 3 Read and write words Rotational Activity 4 Teacher Guided: Write about a topic. 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. (can, cat; bat, bug; map, man; pit, pig; bun, bug; cob, cop; dot, dog; ran, rat) Materials: Print out this slide and give a pencil to each student. Fold the paper into a book. Directions: Teacher/assistant and students will track and read the high-frequency words. . Materials: Print out slides four, five and six single- sided. Give each student a pencil and slide six. Cut up slides four and five 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 this slide and give a pencil and crayons to each student. Tell students they will write two or more sentences describing what a frog looks like. Consider brainstorming ideas before writing. Directions: Ask the students to describe what a frog looks like and write two or more sentences about it. 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. Have students draw a picture of the frog. Prior to the activity, create an example for the students.

Wheel of FUN WOF# 2155 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?

Tell me one part of a computer. Block 6: CAP/ Reading Comprehension (Use computer skills.) Learning Objective What will we use? We will use ________. Declare the Objective We will use computer skills. Students will need access to a computer or computer lab to complete this activity. Consider partnering the students into pairs or groups, if computers are limited. Today’s lesson only focuses on the mouse. Teacher Note Activate/Provide Prior Knowledge Look at the computer. Tell me one part of a computer. Students, you already know about computers. We know computers have many parts and these parts help us do things on a computer such as type or find information. Now, we will use computer skills to do things on a computer. Make the Connection

A computer is a machine that makes and holds information. Block 6: CAP/ Reading Comprehension (Use computer skills.) Concept Development Consider bringing in a keyboard and mouse to show the different parts of these components. Explain to the students a mouse is not an animal but an object used to type and move things on a computer. Refer to the website for a sound on a computer mouse. http://learnenglishkids.britishcouncil.org/en/songs/my-computer-mouse Teacher Note A computer is a machine that makes and holds information. We use a keyboard and mouse to use a computer. A keyboard is used to type letters and numbers. Keyboards have letter and number keys. A mouse is used to find and move things. A mouse is used for scrolling1 and clicking things. A mouse has buttons and a scroll wheel. Name one thing it is used for. Name one thing on a mouse. In your own words, what is a computer? “A computer is __________.” Checking for Understanding 1 to move information up and down on a computer screen Definitions

Go to the bottom of the page. Block 6: CAP/ Reading Comprehension (Use computer skills.) Skill Development & Guided Practice Prior to this activity, have students open a word document program. Students will use the word program to go up and down. Teacher Note 1 Show the students how to hold a mouse. 2 Use the mouse to find and move things on a computer. a Roll the scroll wheel to move the page up and down. b Click the left button to do things. Use computer skills. A mouse is used to find and move things. A mouse is used for scrolling and clicking things. A mouse has buttons and a scroll wheel. Concept Have students scroll up and down the page in a word document or have students go online and practise scrolling up and down. (Teacher needs to select the website.) Go to the top of the page. Go to the bottom of the page. Scroll up and down three times. (Pair-Share/Show teacher) Refer to the websites to have students practise clicking the left button. http://monarchcenters.wikispaces.com/bubblewrap http://www.minimouse.us/ 2 How did I/you use the mouse to find and move things on a computer? Checking for Understanding Have students go the following website to practise using a mouse: http://www.fisher- price.com/en_US/gamesandactivities/onlineg ames/littlepeopleonlinecoloring.html http://www.minimouse.us/ http://www.kidspsych.org/eyes.html Application

Block 6: CAP/ Reading Comprehension (Review edit written text.) Learning Objective Edit means to look for errors in your writing. Concept We will edit text. Periodic Review 2 1 Read the writing. 2 Edit the writing. (use the checklist; make any changes, if needed) a Does the story tell about the character? (check) b Does the story tell what events are happening to the character? (check) c Does the story have capital letters and full stops? (check) Edit written text. Story Checklist Tells about the character Tells what events are happening to the character Use a capital letter at the beginning of each sentence Use a capital letter at the beginning of a person’s name Use a full stop (.) Captain jack is a pirate. He has a green bird. Captain Jack found some treasure. He is happy Jack . Extended Thinking What changes could be made to tell an event that happened to the character? (Answers may very) Captain Jack is a pirate. Captain Jack found treasure. Captain Jack is happy.

Tell me what happened in the story, Lost Hat. Block 7: Closing Provide sentence frames, if appropriate. (Example, I learned _______.) Consider asking comprehension questions from the story 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 what happened in the story, Lost Hat. Change the letter /h/ in hat to /s/ to make a new word. Point to something soft. Point to something hard. Use the high-frequency word saw in a sentence.