Foundation - Term 4, Day 34 Learning 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. -ick 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. -ick k/ick l/ick s/ick w/ick Students are practising making a new word by changing beginning sounds. Say the word (kick). Teacher and students alternate five times. Teacher separates the sounds by onset and rime: k/ick. Teacher and students alternate five times. Teacher will say, “Now, we will change the /k/ in kick to /l/. Now say l/ick (onset/rime).” Teacher and students alternate five times. Say the new word l/ick=lick. Continue to change sounds to make new words such as /l/ in lick to /s/ in make new word sick and /s/ in sick to /w/ to make the new word wick. 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. bee- 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. bee- bee bee f bee t bee ch Students are practising making a new word by changing ending sounds. Explain to students that a beech is a type of tree. Say the word (bee). Teacher and students alternate five times. Teacher separates the sounds by onset and rime: b/ee. Teacher and students alternate five times. Teacher will say, “Now, we will add the /f/ sound to make new word. Now say b/eef (onset/rime).” Teacher and students alternate five times. Say the new word b/eef = beef. Continue to change sounds to make new word such as changing /f/ in beef to /t/ to make the new word beet and change /t/ in beet to /ch/ to make new word beech. 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# 1905 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? 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 sentence, “Can you help him look for it?” Select five individual students to blend and segment the word frog. What is the beginning sound of the word? What is the ending sound of the word? Teacher says, “Point to a high-frequency word. Read it to your partner and get ready to read it to me.” Choose up to five students to read the word. Phonics Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question? This is Bob. He is a frog. He lost his top hat. Can you help him look for it? What is Bob? 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 sound ui makes in the word guitar. Ask five students to read the sentence, “Bob looks in his room.” Select five individual students to blend and segment the word room. 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 in his room. Do you see Bob’s hat? Bob found his guitar! That is not his hat. He put it back. Where did Bob look? What did he find? What did Bob put back? 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 says, “Point to a word that ends with the /t/ sound. Then, Read it to your partner and get ready to read it to me.” Choose up to five students to read the word. Phonics Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question? 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 did Bob look? What did he find? What did he do with what he found? 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 sentence, “Bob looks in the yard.” Select five individual students to blend and segment the word flag. What is the beginning sound of the word? What is the ending sound of the word? Point to a word that has the /ar/ sound in 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? 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 is Bob? What did Bob find? What did he do with what he found? 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 sentence, “He put it back.” Select five individual students to blend and segment the word coin. 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 Bob look for his hat? What did Bob find? What did he do with what he found? 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 sentence, “Bob looks by the pond.” 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 is Bob? What does the image show us? Do you see Bob’s hat? 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 sentence, “He puts it on and sings a song.” Select five individual students to blend and segment the word song. 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 Bob the frog find? What did he do when he found his hat? Tell me something that happened in the story. Was this story fiction or non-fiction? How do you know? Comprehension

We will write sentences. Block 3: Phonics/Letter Formation (Write sentences.) 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 sentences. What will we write? We will write _______. Declare the Objective Skill Development & Guided Practice Write sentences. 1 Trace the sentences. 2 Write the sentences 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. 162

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?

saw I saw you at the shop. I saw you with your mum and dad. 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 saw I saw you at the shop. I saw you with your mum and dad. 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 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 bring different things for students to describe as hot and cold.. 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. hot Hot is something that has a high temperature like the sun. cold Cold is something that has a low temperature like snow. Point to a vocabulary word and ask: What is hot? Hot is________. What is cold? Cold is________. Checking for Understanding Skill Development & Guided Practice Have five students respond to the statement: Point to hot and ask, “What is what?” Point to cold and ask, “What is cold?”(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# 1935 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?

Block 6: CAP/ Reading Comprehension Quiz # 2

Tell me something that 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 something that happened in the story Lost Hat. How many syllables are in the word pond. What can be hot? What can be cold? Use the high-frequency word saw in a sentence.