Foundation - Term 4, Day 43 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 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

Term 1 Term 2 Term 3 Term 4 I see like a to my and play me for us the Block 1: Opening Daily Review High-Frequency Words Term 1 Term 2 Term 3 Term 4 I see like a to my and play me for us the go he she it you is can up down look or from no yes jump run we are that of all said on off ate help they when am do now there but not at be has new this so ran saw away soon 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 a 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 segment and blend words. Block 2: Phonemic Awareness (Cumulative phonics activity.) 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 do with words? We will ________ words. Declare the Objective We will segment and blend words. Guided Practice To segment is to separate the sounds in a word. Blending is putting the sounds together to make a word. Beginning sound is the first sound in a word. Ending sound is the last sound in a word. Remember the Concept bat 2 zoo numbat 4 fox sleep sit hang 8 look 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? Click to animate the picture. Students will be expected to manipulate the sounds in this activity by using segmenting, smooth blending and identifying beginning and ending sounds. Teacher points to picture/greyed text and says the word. /bat/ Students repeat the word. Alternate between teacher and students five times. Teacher says, “Let’s say the sounds in /bat/ - /b/ /a/ /t/ .” Teacher and students alternate segmenting the word five times. Use fingers to represent each sound in the word to assist with segmenting, if needed. Teacher asks the students, “What is the beginning sound in bat? The beginning sound in bat is /b/.” Teacher asks the students, “What is the ending sound in bat? The ending sound in bat is /t/.” Then, teacher blends the word /baaat/. Alternate between teacher and students five times. Teacher and students say the word /bat/. Alternate between teacher and students five times. Teacher Note: Method of Delivery

1 2 We will count syllables. Block 2: Phonemic Awareness Learning Objective What will we count? We will count________. Declare the Objective We will count syllables. Some strategies for counting syllables are to clap, tap or snap for each vowel sound or to put hands under chin to count the number of times their chin drops. Make sure to explain the meaning of syllable by emphasising the vowel sound when reading the examples. For example, “fan” has one syllable because you only hear one vowel (short a sound), whereas “puppet” has two vowels (short u and short e sounds). Teacher Note Concept Development A syllable is part of a word that has one vowel. To count syllables, listen for the number of vowel sounds. Syllables 1 2 Why does the word sloth have one syllable? (*make sure to emphasise the vowel sound) “Sloth has only one syllable because ___________.” Why does the word panda have two syllables? (*make sure to emphasise the vowel sounds) “Panda has two syllables because ___________.” In your own words, what is a syllable? “A syllable is, ______.” Checking for Understanding Vowels are letters a, e, i, o and u. Remember the Concept zoo panda

2 2 2 Count syllables. Block 2: Phonemic Awareness zebra rabbit monkey Skill Development & Guided Practice Count syllables. 2 2 2 zebra rabbit monkey Students are practising counting syllables. Counting syllable strategies are to clap or tap for each vowel sound or to put hands under chin to count the number of times the chin drops. Say the word (zebra). Teacher and students alternate five times. “Listen for the vowel sound(s) in the word.” For one-syllable words, separate the sounds by onset and rime (ex., b/and). For two syllables or more, separate the sounds by syllables (ex., ze/bra). Use a counting syllables strategy during this portion of the lesson. Teacher and students alternate five times. “Do you hear a vowel sound(s)? Yes or No.” (Pair-Share; Teacher and students alternate five times.) Teacher will say, “How many syllables or vowel sounds do you hear? I hear ______ syllable(s).” (Pair-Share and ask five students to respond. Students can use the whiteboards or their fingers to show the number of syllables.) Teacher Note: Method of Delivery

1 1 1 Count syllables. Block 2: Phonemic Awareness squid queen quilt Skill Development & Guided Practice Count syllables. 1 1 1 squid queen quilt Students are practising counting syllables. Counting syllable strategies are to clap or tap for each vowel sound or to put hands under chin to count the number of times the chin drops. Say the word (squid). Teacher and students alternate five times. “Listen for the vowel sound(s) in the word.” For one-syllable words, separate the sounds by onset and rime (ex., squ/id). For two syllables or more, separate the sounds by syllables (ex., rock/et). Use a counting syllables strategy during this portion of the lesson. Teacher and students alternate five times. “Do you hear a vowel sound(s)? Yes or No.” (Pair-Share; Teacher and students alternate five times.) Teacher will say, “How many syllables or vowel sounds do you hear? I hear ______ syllable(s).” (Pair-Share and ask five students to respond. Students can use the whiteboards or their fingers to show the number of syllables.) Teacher Note: Method of Delivery

Wheel of FUN WOF# 2032 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 text. Read the words: zoo branch bat we tree sloth log Block 3: Phonics/Letter Formation – We will read Zoo. 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 text. Activate Prior Knowledge Read the words: Students get a separate handout of the text. This will need to be printed. Students will read the text that is comprised of the letter-sounds, letter patterns and high-frequency words taught throughout the year. Throughout the text, there are sidebar notes. Please refer to these notes as you read the story. The first four columns are review words, and the last (grey) column are high-frequency words from the text. Text word count: 111 words Teacher Note zoo branch bat we tree sloth log see all are can 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?

by Lacey Chavez Solving Math Problems Block 3: Phonics/Letter Formation – We will read Zoo. 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. by Lacey Chavez 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 text 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’ on the end. Students have not been taught the different sounds the letter ‘s’ makes when at the end of a word. 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 text? Who is the author? What do you think this text is about? Comprehension

Block 3: Phonics/Letter Formation – We will read Zoo. 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 going, animal and doing . Students have not been taught different ending forms (i.e., -s, -ed, -ing), and students have not been taught the long a sound in the word animal. Teacher asks, “What sound was changed in the word going to make the word doing? Select five individual students to blend and segment the word zoo. 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? Zack and I are at the zoo. We are going to see all the animals. We are going to see what they are doing. Who is at the zoo? What are they going to see at the zoo? Comprehension

Zack and I see a numbat. We can see it running on a log. Block 3: Phonics/Letter Formation – We will read Zoo. 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 running. Students have not been taught different ending forms (i.e., -s, -ed, -ing) Ask five students to read the words can or log. 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? What do they see? What is it doing? Comprehension Zack and I see a numbat. We can see it running on a log.

Zack and I see a sloth. We can see it sleeping in a tree. Block 3: Phonics/Letter Formation – We will read Zoo. 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 sleeping. Students have not been taught different ending forms (i.e., -s, -ed, -ing). Ask students to read the words sloth or tree. 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? What do they see? What is it doing? Comprehension Zack and I see a sloth. We can see it sleeping in a tree.

Zack and I see a bat. We can see it hanging from a branch. Block 3: Phonics/Letter Formation – We will read Zoo. 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 hanging. Students have not been taught different ending forms (i.e., -s, -ed, -ing). Ask five students to read the word branch. What is the beginning sound? What is the ending sound? Teacher says, “Point to the word from, read it to your partner and get ready to read it to me.” Choose up to 5 students to read the high-frequency word from. 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 do they see? What is it doing? Comprehension Zack and I see a bat. We can see it hanging from a branch.

Zack and I see a wombat. We can see it looking at us. Block 3: Phonics/Letter Formation – We will read Zoo. 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 looking. Students have not been taught different ending forms (i.e., -s, -ed, -ing). Ask students to read the word look. 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 says, “Point to a word that has the /w/ 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? What do they see? What is it doing? Comprehension Zack and I see a wombat. We can see it looking at us.

Zack and I see a fox. We can see it sitting on a log. Block 3: Phonics/Letter Formation – We will read Zoo. 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 sitting. Students have not been taught different ending forms (i.e., -s, -ed, -ing). Ask students to read the word fox. 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? Zack and I see a fox. We can see it sitting on a log. What do they see? What is it doing? Comprehension

Block 3: Phonics/Letter Formation – We will read Zoo. 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 going, seeing, doing, animals and what. Students have not been taught different ending forms (i.e., -s, -ed, -ing) or the high-frequency word what. Teacher says, “Point to a word that begins with the /z/ sound. Read it to your partner and get ready to read it to me.” Choose up to five students to read the word. How many syllables are in the word zoo? 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? Zack and I like going to the zoo. We like seeing what all the animals are doing. What do they like to do? Tell me something about the text. What was the purpose of the text? Is it to tell a story or to tell facts? How do you know? 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 Write the word on your own. 1 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. 171

Wheel of FUN WOF# 2032 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 ____. Checking for Understanding High-Frequency Sentences p. 58 Teacher and students read the high-frequency word, alternating between each other five times. 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. 96 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 in different items for students to describe. 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 Descriptive words tell what something or someone looks like or is like. loud quiet nice mean fast slow new old Point to a vocabulary word and ask: Describe something that is _________? _______ is __________ because_________. Checking for Understanding Skill Development & Guided Practice Have five students respond to the statement: Point to something and have students describe it. Teacher asks, “Describe this _____?” (Pair-Share and call on non-volunteers) Teacher Note: Method of Delivery

Teacher Guided: Phonics Rotational Activity 2 Block 5: Performance & Rotational Activities Rotational Activity 1 Teacher Guided: Phonics Rotational Activity 2 Rotational Activity 3 Read and write high-frequency words Rotational Activity 4 Teacher Guided: Write a story. Click the to go directly to the activity. Teacher gives directions for each rotational activity. Teacher Note Materials: Print out slides one through three single-sided. Cut out each cards and make sure to shuffle them into a deck. Directions: Have students choose three cards from each deck. If students choose a matching pair, have the students set them aside. Instruct the students to take turns asking for a word they have to create more pairs. (“Do you have the word ________?” ) If another student has the word, they will give it to the student who asked. If the student does not have that word, have the student say, “Go Fish.” Then, the student who asked picks a card from the deck. Materials: Print out this slide and give each student a pencil. Directions: Ask the students to read the words in the word bank. Then, have students look at the pictures. Students will draw a line between the rhyming pictures pair and then write the names on the lines. Materials: Print out slides five, six and seven 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 choose four words and write them on the word row. Then, have students write a sentence using the word and read the sentence to other students. Materials: Print out this slide and give a pencil and crayons to each student. Tell students they will write a story about Jack the wombat and Roo the kangaroo. Consider brainstorming ideas before writing. Directions: Ask the students to look at the picture and write a story about the characters. 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.

Wheel of FUN WOF# 2032 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 – Literature Reading Activity The purpose is the author’s main reason for writing. Fantasy text cannot happen in real life. Realistic text can happen in real life. Retell is to say what happened in the story. Stories are told in order. To retell, say what happened first, next and last. All stories have three features: characters, setting and important events. To infer is to make a guess. We can infer a character’s feelings by what they say or do. Remember the Concept Fun Day 1. Wilber the elephant and Mick the mouse are going on a trip to the forest! 2. First, Wilber and Mick get on a plane and fly to the forest. 3. Then, Wilber and Mick look around the forest and draw what they see. 4. Last, they drive home. 5. “I had a fun day!” smiled Mick. 6. “Me too. Next time let’s go to the circus!” said Wilber. 63 words 1 Is this text fantasy or realistic? Fantasy Realistic 2 What happened first? (oral response) What happened last? (oral response) 3 Name a character from the story. 4 Does the story have an important event? / Retell the event. 5 Does the story have a setting? / Name the setting. 6 Infer how Wilber and Mick are feeling? mad happy tired

Hungry Kitten gets out of Block 6: CAP/ Reading Comprehension (Review of write a story.) Learning Objective Stories will vary. Read the words in the word bank for the students. Teacher Note We will write a story. Periodic Review 7 A story tells what happens to a character. To write a story: Tell about the character. Tell what events are happening to the character. Remember the Concept 1 Listen to the name of the character. 2 Look at the picture. a What events are happening to the character? (Pair-Share) 3 Write a story. Describe the events. Write a story. Character’s name is Hungry Kitten Word Bank Hungry Kitten eat ate snack kitchen sneak tip-toe brown a lot sick mad happy mum bed Hungry Kitten gets out of bed. Hungry Kitten quietly makes his way to the kitchen. He eats a snack!

Block 6: CAP/ Reading Comprehension (Review of Edit written text.) Learning Objective Edit means to look for errors in your writing. Concept We will edit text. Periodic Review 3 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 (.) Ninja ninja cat is practising. He is practising cutting grass with his claws. He is good at cutting the grass . Extended Thinking What changes could be made to tell an event that happened to the character? (Answers may very) Ninja cat is practising. He is practising cutting grass. Ninja cat did not like the birds. He scared the birds. The birds flew away.

We will use computer skills. Block 6: CAP/ Reading Comprehension (Use computer skills.) Learning Objective 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 keyboard. Prior to this activity, have students open a word document program for typing and practising scrolling. Remind students what strolling and clicking mean. Teacher Note We will use computer skills. Periodic Review 2 1 Listen to the directions. 2 Use the keyboard to type the information. 3 Use the mouse to scroll or click on things. Use computer skills. 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 scrolling and clicking things. A mouse has buttons and a scroll wheel. Remember the Concept Directions: Type your story of Hungry Kitten. (stories will very) Hungry Kitten gets out of bed. Hungry Kitten quietly makes his way to the kitchen. He eats a snack. Scroll up down the page you just typed. Show your partner and teacher. Hungry Kitten gets out of bed. Hungry Kitten quietly makes his way to the kitchen. He eats a snack. Extended Thinking Go the following websites and practise using the keyboard and mouse. http://literacycenter.net/play_learn/letters_en/typing_en_uc.php http://www.minimouse.us/flytrap.htm

Tell me something that happened in the text, Zoo. Block 7: Closing Provide sentence frames, if appropriate. (Example, I learned _______.) Consider asking comprehension questions from the story/text to review literary concepts such as: Who is the character? Name an event from the story. Name a fact from the text. What is the purpose of the text? Teacher Note Tell me something that happened in the text, Zoo. How many syllables are in the word zoo? How did you edit the text? What did you look for? Name a descriptive word. Act it out. Use the high-frequency words away and soon in a sentence.