Pre-Prep - Term 1 Week 6, Hour 1 Storytelling

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 Refer to posted alphabet. Concept Development 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 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 Checking for Understanding 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 ____.”

Letter Name and Sound Review Block 1: Opening Daily Review Letter Name and Sound Review Click here to hear the letter sound. Skill Development & Guided Practice Repeat the steps in order multiple times. This pattern of saying the letter name, sound and word should be repeated several 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 pre-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

We will practise1 the short i sound. Block 2: Phonemic Awareness Learning Objective Declare the Objective We will practise1 the short i sound. What will we practise? We will practise ________. What does practise mean? Practise means to ________. When you see “short i,” insert short i sound; do not say “short i sound.” Teacher Note Activate/Provide Prior Knowledge Say the name of the picture.  Make the Connection Students, a word is made up of letters. All letters have sounds. These words have the short i sound. Now, we will practise the short i sound. iguana insect Definitions 1 do something over and over again

Words are made of sounds. Block 2: Phonemic Awareness Concept Development To make the short i sound, open mouth, point the tip of your tongue down and blow from back of throat. Activity: Place of Articulation Words are made of sounds. When you see “short i,” insert short i sound; do not say “short i sound.” At this point in the program, please do not review the concept of beginning or middle sounds. Students are only expected to recognise that the short i sound is found in words. Teacher Note short i Checking for Understanding Make the short i sound. Is the short i sound in the word ___? / insect sit inchworm Not the short i sound sock ball apple

Does the word have the short i sound? Block 2: Phonemic Awareness & Phonics 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. Skill Development & Guided Practice Does the word have the short i sound? 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? inchworm Students are practising the short i sound. When you see “short i,” insert short i sound; do not say “short i sound.” Listen for the short i sound (insert short i sound). (teacher says sound) Students repeat the short i sound (insert short i sound). (Pair-Share; select five non-volunteers) Say the word. (Teacher then Students; Say the word, alternating between teacher and students five times; call on non-volunteers) Does the word have the short i sound? (Pair-Share and use / whiteboards.) Effective Feedback: If students answer incorrectly, or do not have a response, de-escalate by repeating the word and sound several times by onsets and rimes or segmenting. Teacher Note: Method of Delivery

Does the word have the short i sound? Block 2: Phonemic Awareness & Phonics 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. Skill Development & Guided Practice Does the word have the short i sound? 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? in Students are practising the short i sound. When you see “short i,” insert short i sound; do not say “short i sound.” Listen for the short i sound (insert short i sound). (teacher says sound) Students repeat the short i sound (insert short i sound). (Pair-Share; select five non-volunteers) Say the word. (Teacher then Students; Say the word, alternating between teacher and students five times; call on non-volunteers) Does the word have the short i sound? (Pair-Share and use / whiteboards.) Effective Feedback: If students answer incorrectly, or do not have a response, de-escalate by repeating the word and sound several times by onsets and rimes or segmenting. Teacher Note: Method of Delivery

Does the word have the short i sound? Block 2: Phonemic Awareness & Phonics 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. Skill Development & Guided Practice Does the word have the short i sound? 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? sad Students are practising the short i sound. When you see “short i,” insert short i sound; do not say “short i sound.” Listen for the short i sound (insert short i sound). (teacher says sound) Students repeat the short i sound (insert short i sound). (Pair-Share; select five non-volunteers) Say the word. (Teacher then Students; Say the word, alternating between teacher and students five times; call on non-volunteers) Does the word have the short i sound? (Pair-Share and use / whiteboards.) Effective Feedback: If students answer incorrectly, or do not have a response, de-escalate by repeating the word and sound several times by onsets and rimes or segmenting. Teacher Note: Method of Delivery

Does the word have the short i sound? Block 2: Phonemic Awareness & Phonics 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. Skill Development & Guided Practice Does the word have the short i sound? 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? toys Students are practising the short i sound. When you see “short i,” insert short i sound; do not say “short i sound.” Listen for the short i sound (insert short i sound). (teacher says sound) Students repeat the short i sound (insert short i sound). (Pair-Share; select five non-volunteers) Say the word. (Teacher then Students; Say the word, alternating between teacher and students five times; call on non-volunteers) Does the word have the short i sound? (Pair-Share and use / whiteboards.) Effective Feedback: If students answer incorrectly, or do not have a response, de-escalate by repeating the word and sound several times by onsets and rimes or segmenting. Teacher Note: Method of Delivery

Sing Head, Shoulders, Knees and Toes used number 1875 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 1920-1980 1980-2040 2040-2100 2100-2160 1800-1860 1860-1920 Wheel of FUN Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question? Activity 1 Teacher Choice 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)

Teacher Guided: Fine Motor Skills Writing Handbook p. 10 Block 4: Performance & Rotational Activities Rotational Activity 1 Teacher Guided: Fine Motor Skills Writing Handbook p. 10 Rotational Activity 2 Teacher Guided: Read and write high-frequency word Rotational Activity 3 Fine Motor Skills: Use coloured playdough Rotational Activity 4 Teacher Guided: Phonemic awareness rhyme time Click the to go directly to the activity. Teacher gives directions for each rotational activity. Teacher Note Materials: Give each student a page from the Handwriting Workbook (p. 10) and a pencil. Directions: Show students how to hold a pencil. Model the directions stated in the workbook. Materials: Print out this slide and give a pencil to each student. Fold the paper into a book. Directions: Teacher/assistant and student will track and read the high-frequency words I like the ___. Then, trace the words I like the ___. Materials: Provide different colour playdough. Directions: Students create different things or shapes with the coloured playdough. The slide also provides alternative Fine Motor Skill activities. Materials: Print out of this slide and give crayons to each student. Directions: Say the picture in the purple box (sat). Say the name of each picture. Students colour the pictures that rhyme with sit. (Rhyme: pit, hit, fit ; Not rhyme: tin, pig)

Sing Head, Shoulders, Knees and Toes used number 2130 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 Teacher Choice 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)

Suggested Story Choices Block 5: CAP/Reading Comprehension Teacher Instructions: This slide appears throughout the week. Select one story for each week. We have provided a suggested list below, but feel free to select a different book. Prior to each story, define unknown words and conduct a picture walk. After reading the story, have students respond orally to the questions provided or refer to the “Respond to Text” poster. Reading Comprehension Strategies ACELY 1650 & 1679 Suggested Story Choices Respond to Text Poster ACELT 1577 Define difficult or unknown vocabulary words Picture Walk Discuss the pictures in the book. Guide the students in a discussion of what could be going on based on the pictures. Examine the cover illustration and read the title of the book. Using the title and illustration, ask students, “What do you think this book is about?” Scaly-tailed Possum and Echidna (2010) by Cathy Goonack; Magabala Books Aboriginal Corpration A Home For Bilby (2004) by Joanne Crawford; Magabala Books Aboriginal Corpration The Grumpy Light House Keeper (2011) by Terrizita Corpus; Magabala Books Aboriginal Corpration The Paper Bag Princess (1986) by Robert Munsch, Annikins List of books: https://online.det.nsw.edu.au/prc/booklist/listBooksByTitle.html?letter=K&levelId=1 What is the story about? Name one thing that happened. What did you like about the story? What did you dislike about the story?

What sound did we learn today? Say the sound. Block 6: Closing Provide sentence frames, if appropriate. (Example, I learned _____.) Teacher Note What sound did we learn today? Say the sound. Tell something that happened in the story we read.