Foundation - Term 1, Day 24 Review

My name is Engagement Norms Block 1: Opening Activity: Name Song Use “If you’re happy and you know it” melody to sing: If your name is on the plate, pick it up. If your name is on the plate, pick it up. If your name is on the plate, then you’re really doing great! If your name is on the plate, pick it up. Activity: Name Song Engagement Norms Name Game My name is Teacher says the name of a student three times. Students repeat the name three times. Teacher asks students to stand up, and repeat “My name is______.” Teacher asks the rest of the students to say the name. Note: Select five different students per day to do this activity. Teacher Note: Method of Delivery Name Game CFU Tell your partner your name. My name is __________.

We will read the alphabet. Block 1: Opening Learning Objective Declare the Objective We will read the alphabet. What will we read? We will read _______. Teacher Note Concept Development Refer to posted alphabet. The alphabet is all the letters. Each letter has a name. Alphabet Song Checking for Understanding Tell me a letter in the alphabet. Repeat after me. “The alphabet is all the letters.” Tell your partner. Skill Development & Guided Practice Checking for Understanding Teacher says the name of the letter and alternates with students five times. This initial process may take time, but should progress as the term continues. Teacher says, “The name of the letter is ____.” Students repeat the name of the letter. Continue this process with all the letters of the alphabet. Teacher Note: Method of Delivery Then, teacher points to a letter already taught and asks, “What is the name of this letter?” Students reply with, “The name of the letter is ____.”

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. 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.)” For example: Wednesday, 22nd of July, 2015. Message What is today’s date? “Today is _______________.” Checking for Understanding

Letter Name and Sound Review Block 1: Opening Daily Review Letter Name and Sound Review Click here to hear the letter sounds. Skill Development & Guided Practice Alternate between the pattern of letter name, sound and word between teacher and student. The pattern of saying the letter name, sound and word should be repeated five times. Say the name of the letter. Teacher points to the letter. (Teacher then students. Pair-Share and call on non-volunteers) Say the sound of the letter. (Teacher then students. Pair-Share and call on non-volunteers) Say the name of the picture. Teacher points to the picture. (Teacher then students. Pair-Share and call on non-volunteers) (Example: T, /t/, tiger) Teacher Note: Method of Delivery

Block 1: Opening Daily Review Skill Development & Guided Practice 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 read word #________. 4. Teacher asks students to whisper a word he is pointing to. 5. Teacher asks students to read the word she is pointing to in a squeaky voice. Teacher Note: Method of Delivery

What are some of the sounds you hear? Block 2: Phonemic Awareness (Blend words.) Learning Objective Checking for Understanding We will blend words. What will we blend? We will blend _______. Activate/ Provide Prior Knowledge Make the Connection What are some of the sounds you hear? Students, you already know letters make sounds. When we put the sounds together, we are blending words Point to the picture and say the word. Ask students to repeat the word. Stretch the word out so that students can hear the different sounds. Example: nnnaaap Ask students to point out the sounds they hear. (Pair-Share then call on non-volunteers.) Teacher Note: Method of Delivery nap sit

Blending is putting the sounds together to make a word. To blend: Block 2: Phonemic Awareness (Blend words.) Concept Development Singing the sounds can help the students blend. Students should be practising “smooth” blending, where all sounds are “hooked together”. Teacher Note Blending is putting the sounds together to make a word. To blend: Listen to each sound. Then, say all the sounds together quickly to make a word. Which picture matches the blended word –[sssiiip]? Does this picture match the blended word? / In your own words, what does it mean to blend? To blend is to _________. Checking for Understanding Blending paaannn pan sssiiit sit

Blend sounds together to make a word. Block 2: Phonemic Awareness (Blend words.) Skill Development & Guided Practice Blend sounds together to make a word. piiit pit fffiiit fit Click to see the picture for the blended word. Explain to the students that a hole is also called a pit. Teacher points to picture and says /pit/. Teacher stretches out the word /piiit/. Teacher says, “Take a breath before we blend.” Students stretch out the word / piiit/. Repeat five times alternating between teacher and students. CFU: Select five random students say / piiit/. Teacher says the word /pit/. Students say the word /pit/. Teacher Note: Method of Delivery

Blend sounds together to make a word. Block 2: Phonemic Awareness (Blend words.) Skill Development & Guided Practice Blend sounds together to make a word. sssaaat sat mmmaaat mat Click to see the picture for the blended word. Teacher points to picture and says /sat/. Teacher stretches out the word / sssaaat /. Teacher says, “Take a breath before we blend.” Students stretch out the word / sssaaat /. Repeat five times alternating between teacher and students. CFU: Select five random students say / sssaaat /. Teacher says the word /sat/. Students say the word /sat/. Teacher Note: Method of Delivery

Blend sounds together to make a word. Block 2: Phonemic Awareness (Blend words.) Skill Development & Guided Practice Blend sounds together to make a word. piiig pig fffaaannn fan Click to see the picture for the blended word. Teacher points to picture and says /pig/. Teacher stretches out the word /piiig/. Teacher says, “Take a breath before we blend.” Students stretch out the word /piiig/. Repeat five times alternating between teacher and students. CFU: Select five random students say /piig/. Teacher says the word /pig/. Students say the word /pig/. Teacher Note: Method of Delivery

Sing Head, Shoulders, Knees and Toes used number 1991 Brain Break 1920-1980 1980-2040 2040-2100 2100-2160 1800-1860 1860-1920 Click on the wheel to spin. This activity will take about five minutes. Teacher Note Wheel of FUN Activity 1 Freeze dance (Play some music and have students dance; when the music stops so do the students) Activity 2 Teacher Says (This activity is the same as Simon Says except use teacher) Activity 3 Stretch! (Lead the students in some stretches) Activity 4 Sing Head, Shoulders, Knees and Toes (Lead students in singing song) Activity 5 Play the Hokey Pokey (Lead students in singing and dancing to the song) Activity 6 Sing a nursery rhyme (Twinkle, Twinkle Little Star; If You’re Happy and You Know It)

We will read words. All letters have a name and a sound. Block 3: Phonics/Letter Formation (Review reading words.) Learning Objective Declare the Objective We will read words. What will we read? We will read the _______. Concept Development Teacher points to the letter and asks: “What is the name of this letter?” The name of this letter is _____. “What sound does the letter make? “ The letter __ makes the ______. Checking for Understanding All letters have a name and a sound. When we read the letter, we say its sound. Use “Three Blind Mice” melody to sing: t, s, p, n, short a and i. T says /t/ Every letter makes a sound Activity: Letter Chant When you see “short a or i,” insert short a or i sound; do not say “short a or i sound.” Teacher Note

All letters have a name and a sound. Block 3: Phonics/Letter Formation (Review reading words.) Concept Development Checking for Understanding All letters have a name and a sound. When we read the letter, we say its sound. Are the letters s, i and t in the word? / Are the letters p, i, t in the word? / Are the letters t, a, s in the word? / Are the letters t, a and p in the word? /

Read words. Block 3: Phonics/Letter Formation (Review reading words.) Guided Practice Read words. Look at the word. Say the letter sounds. (Alternate between teacher and students five times using smooth blending such as aaannn, aaannnt, paaannn. Pair-Share then call on non-volunteers.) Read the word. (Teacher puts all the sounds together to read the word. Alternate reading the word between teacher and students five times; Pair-Share then call on non-volunteers.) Effective Feedback: If students answer incorrectly, or do not have a response, de-escalate by repeating the word and sound several times by onset and rime or segmenting. Teacher Note: Method of Delivery

Read words. Block 3: Phonics/Letter Formation (Review reading words.) Guided Practice Read words. Look at the word. Say the letter sounds. (Alternate between teacher and students five times using smooth blending such as iiit, sssiiit, sssiiip. Pair-Share then call on non-volunteers.) Read the word. (Teacher puts all the sounds together to read the word. Alternate reading the word between teacher and students five times; Pair-Share then call on non-volunteers.) Effective Feedback: If students answer incorrectly, or do not have a response, de-escalate by repeating the word and sound several times by onset and rime or segmenting. Teacher Note: Method of Delivery

Read words. Block 3: Phonics/Letter Formation (Review reading words.) Guided Practice Read words. Look at the word. Say the letter sounds. (Alternate between teacher and students five times using smooth blending such as nnnaaap, taaap. Pair-Share then call on non-volunteers.) Read the word. (Teacher puts all the sounds together to read the word. Alternate reading the word between teacher and students five times; Pair-Share then call on non-volunteers.) Effective Feedback: If students answer incorrectly, or do not have a response, de-escalate by repeating the word and sound several times by onset and rime or segmenting. Teacher Note: Method of Delivery

The ant naps. The pin is in the pan. Read words. Block 3: Phonics/Letter Formation (Review reading words.) Guided Practice Read words. The ant naps. The pin is in the pan. Look at the silly sentences. Read the sentence using the letter sounds to sound out the words. (Teacher reads and students track. Use smooth blending to sound out the words except for the high-frequency words I and the. Then, teacher and students read together. Pair-Share then call on non-volunteers to read a sentence.) Please read is for the students. Teacher Note: Method of Delivery

We will write the letters. Block 3: Phonics/Letter Formation (Review writing letters.) Learning Objective Declare the Objective We will write the letters. What will we write? We will write the _______. Concept Development Is this letter the upper case P? / Is this letter the upper case S? / Is this letter the lower case i? / Is this letter the lower case t?/ Checking for Understanding Letters are written in two ways: upper case lower case

2 Write the letter on your own. Block 3: Phonics/Letter Formation (Review writing letters.) Skill Development & Guided Practice Write letters. 1 Trace the letter. 2 Write the letter on your own. 1 How did I/you trace the letter? 2 How did I/you write the letter? Checking for Understanding Handwriting Workbook p. 25 The dark purple dot indicates where to start. Teacher Note

Sing Head, Shoulders, Knees and Toes used number 2074 Brain Break Click on the wheel to spin. This activity will take about five minutes. Teacher Note 1920-1980 1980-2040 2040-2100 2100-2160 1800-1860 1860-1920 Wheel of FUN Activity 1 Freeze dance (Play some music and have students dance; when the music stops so do the students) Activity 2 Teacher Says (This activity is the same as Simon Says except use teacher) Activity 3 Stretch! (Lead the students in some stretches) Activity 4 Sing Head, Shoulders, Knees and Toes (Lead students in singing song) Activity 5 Play the Hokey Pokey (Lead students in singing and dancing to the song) Activity 6 Sing a nursery rhyme (Twinkle, Twinkle Little Star; If You’re Happy and You Know It)

I to like I like to . I like to . We will read high-frequency words. Block 4: High-Frequency Words & Voc. Development (Review) Learning Objective Declare the Objective We will read high-frequency words. What will we read? We will read _______. Why is I a high-frequency word? I is a high-frequency word because________. Why is to a high-frequency word? To is a high-frequency word because __________. Why is like a high-frequency word? Like is a high-frequency word because __________. Checking for Understanding Concept Development A high-frequency word is used more than other words. High-Frequency Words Sentences I to like L-I-K-E That spells like as you can see! To is a sight word that we know and it’s spelled like this: t-o. We like to go to gym to play. We’d like to go there everyday! (to military cadence) Activity: High-Frequency Chant I like to . run Teacher reads the high-frequency word five times and uses the sentence as an example to show how often the word is used. Please feel free to orally add more sentences, such as I like to dance, to emphasise the meaning of a high-frequency word. Teacher Note I like to . swim

Block 4: High-Frequency Words & Voc. Development (Review) Skill Development & Guided Practice High-Frequency Words p. 6

Block 4: High-Frequency Words & Voc. Development (Review) Skill Development & Guided Practice High-Frequency Words p. 7

1. I see my and . 2. I see a and an . 3. I like my . like a I and to Block 4: High-Frequency Words & Voc. Development (Review) Skill Development & Guided Practice like a I and to see my Teacher points to a word and says: Read this word ____________. Point to a sentence and say: Read this sentence. Checking for Understanding 1. I see my and . dog cat 2. I see a and an . apple banana 3. I like my . crayons

Teacher Guided: Phonics Activity Block 5: Performance & Rotational Activities Rotational Activity 1 Teacher’s Choice Rotational Activity 2 Teacher Guided: Phonics Activity Rotational Activity 3 Letter Formation P, I and N Rotational Activity 4 Teacher Guided: Draw a Character Click the to go directly to the activity. Teacher gives directions for each rotational activity. Teacher Note Teacher’s Choice Select an activity for students to complete independently such as fine motor skills, discussing center rules, etc. Refer to the following website for a variety of rotational center activities: http://www.fcrr.org/studentactivities/01.htm http://www.miss-kindergarten.com/2013/10/literacy-center-ideas.html Materials: Print out this slide and give a pencil to each student. Directions: Teacher/assistant and students will look at the picture and write the first sound under each picture that begins with the letters: p, i or n. Materials: Print out this slide and give crayons to each student. Directions: Practise tracing the letters using each colour of the rainbow. Materials: Print out this slide and give a pencil and crayons to each student. Select one or two characters from last week’s reading. Directions: Tell the students to describe a character and then have them draw the character. If they are able to write a sentence about the character, please allow it. The student may also dictate to the teacher or assistant what else they would like to say. Prior to the activity, create an example for the students.

Sing Head, Shoulders, Knees and Toes used number 1803 Brain Break Click on the wheel to spin. This activity will take about five minutes. Teacher Note 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 Wheel of FUN Activity 1 Freeze dance (Play some music and have students dance; when the music stops so do the students) Activity 2 Teacher Says (This activity is the same as Simon Says except use teacher) Activity 3 Stretch! (Lead the students in some stretches) Activity 4 Sing Head, Shoulders, Knees and Toes (Lead students in singing song) Activity 5 Play the Hokey Pokey (Lead students in singing and dancing to the song) Activity 6 Sing a nursery rhyme (Twinkle, Twinkle Little Star; If You’re Happy and You Know It)

We will retell a story. New Friends Block 6: CAP/Reading Comprehension (Review retell the story.) Learning Objective To retell is to say what happened in a story. We retell a story by remembering the details. Remember the Concept We will retell a story. Periodical Review 1 Listen to the story. Retell the story by remembering details. Give me a detail of what happened. “I remembered _________.” (Teacher then students; Alternate between teacher and students five times. Pair-Share then call on non-volunteers.) Answer are given orally for this lesson. Teacher Note: Method of Delivery New Friends 1. One day a little girl named Josie was crying. 2. She lost her ball in the pond. 3. A frog surprised Josie and said, “I have a gift for you, a new ball!” 31 words Extended Thinking Why is “Josie was happy” not part of the story? (Pair-Share) Jose was happy” was not part of the story because______________. How do you feel about Josie crying? (Pair-Share)

We will identify1 characters in a story. Block 6: CAP/Reading Comprehension (Review identify characters.) Learning Objective A character is a person, animal or thing in the story. Characters talk or do something. Remember the Concept We will identify1 characters in a story. Periodical Review 2 Identify the character(s) / . Marty the Hammer 1. Marty is a hammer. 2. He lives in a toolbox. 3. “I am a very good builder,” said Marty. 4. He uses nails and wood to build a birdhouse. 26 words Extended Thinking Why is the nail not a character in the story? (Pair-Share) The nail is not a character because _______________. How do we know the hammer is a character? (Pair-Share) The hammer is a character because _____________. 1 find Definitions

Name a letter we learned today. Say the sound the letter makes. Block 7: Closing Provide sentence frames, if appropriate. (Example: I learned the letter _________.) Teacher Note Name a letter we learned today. Say the sound the letter makes. Retell what happened in the story we read today. Name a character. Use the high-frequency words in a sentence: I, like, see, a, to, my, and