Foundation - Term 1, Day 5 Foundation Begins

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 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 ____.”

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

The Hand Signals Poster Block 2: Classroom and Social Management The Hand Signals Poster 1 – “I need a pencil.” 2 – “I am quiet and ready.” 3 – “I need water.” 4 – “I need to use the bathroom.” 5 – “I have a question.” Teacher shows and tells what signal 5 means, alternating between teacher and student five times. Teacher will review hand signals 1 through 4. Teacher reads signal 5 and shows the signal. Students repeat the rule and show signal 5. Teacher reads signal 1 through 4 and shows signals. Students repeat. Teacher Note Activity Ask five students: Show me the hand signal that means “I have a question.” Show me the hand signal that means “I need a pencil.” What does number 5 mean? What does number 3 mean? What does number 4 mean?

Option 3: Teacher Choice Block 2: Classroom and Social Management (Review) Activity Option 1: Manners Chant Using the melody from Twinkle, Twinkle Little Star sing: We say, "Thank you”. We say, "Please." We don't interrupt. We don't tease. We don't argue. We don't fuss. We listen when people talk to us. We share our toys. We take our turn. Good manners are easy to learn. Option 2: Teacher Says Play “teacher says” (Simon says) using the rules from the Mat Manners and Voice Levels posters. Option 3: Teacher Choice Teacher selects activity for this time.

Sing Head, Shoulders, Knees and Toes Brain Break used number 1992 Click on the wheel to spin. This activity will take about five minutes. Teacher Note Wheel of FUN Activity 1 Sing ABC Song (Teacher sings along with students. Refer to alphabet song) 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 express feelings. Block 3: Social Awareness (Review) Learning Objective Declare the Objective We will express feelings. What will we express? We will express _______. Concept Development Some feelings are happy, sad, mad and scared. Activity Use Twinkle, Twinkle Little Star melody I have feelings. You do, too. Let’s all sing about a few. I am happy. I am sad. I get scared. I get mad. I am proud of being me. That’s a feeling too you see. I have feelings. You do, too. We just sang about a few. Sesame Street: The Count counts feelings https://www.youtube.com/watch?v=TJxKvwMIVtA Activity: Feelings Option 1: Read Feeling Fine by Stephanie Reeder Option 2: Sing If you’re happy and you know it, clap your hands If you’re happy and you know it, clap your hands (clap, clap) If you’re happy and you know it, clap your hands (clap, clap) If you’re happy and you know it, then your face will surely show it, If you’re happy and you know it, clap your hands (clap, clap) Option 3: Watch a video about feelings (see Activity box). Option 4: Teacher choice feelings activity.

We will recognise likes and dislikes. Block 3: Social Awareness (Review) Learning Objective Declare the Objective We will recognise likes and dislikes. What will we recognise? We will recognise _______. Concept Development Consider providing examples of things you like and dislike. For example: I like dogs. I like cats. I dislike ants. I dislike bees. Teacher Note Likes are things you enjoy. Dislikes are things you do not like. Activity Bring in a variety of things (food), pictures of things (animals) or show actions using gestures (act out running). Hold up each item or act out an action and ask the students “Do you like ______?” Students can hold up their whiteboards with the red and green symbols. Green meaning like and red meaning dislike. Then, select different students to tell you why. Sentence frames: “I like _________ because ________.” “I dislike _________because __________.”

Sing Head, Shoulders, Knees and Toes used number 2005 Brain Break Click on the wheel to spin. This activity will take about five minutes. Teacher Note Wheel of FUN Activity 1 Sing ABC Song (Teacher sings along with students. Refer to alphabet song) 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 see . I see . 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 _______. Activate/Provide Prior Knowledge  Make the Connection Track and read the sentences with me. Students, a word is made up of letters. All letters have sounds. These words have the short a sound. Now, we will practise the short a sound. I see . apples I see . ants

I I . see I see . A high-frequency word is used more than other words. Block 4: High-Frequency Words & Voc. Development (Review) Concept Development Chants can be used during the lesson and throughout the day to get the students’ attention. I see an “s” I see two “e” ‘s I see the word “see” staring back at me! Activity: High-Frequency Chant A high-frequency word is used more than other words. High-Frequency Words Sentences 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 see kids, or I see food, to emphasise the meaning of a high-frequency word. Teacher Note I I . sat Checking for Understanding see Why is I a high-frequency word? I is a high-frequency word because____. Why is see a high-frequency word? See is a high-frequency word because____. What is a high-frequency word? A high-frequency word is _________. I see . dogs

Block 4: High-Frequency Words & Voc. Development Skill Development & Guided Practice High-Frequency Words p. 1

I see I I see . Read each high-frequency word three times. Block 4: High-Frequency Words & Voc. Development (Review) Skill Development & Guided Practice Teacher points to a word and says: Read this word ____. Point to a sentence and say: Read this sentence. Checking for Understanding Read each high-frequency word three times. I see Read the sentences. I sing I see . toys

We will read school tool words. Block 4: High-Frequency Words & Voc. Development (Review School Tools) Learning Objective Declare the Objective We will read school tool words. What will we read? We will read _______. Concept Development Use concrete objects for the vocabulary words. As you review the tools, make sure to redefine them. 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 student five times. Teacher Note School tools are used in school. pencil paper crayons scissors paint glue book whiteboard Skill Development & Guided Practice Ask multiple students the following questions: Point to a picture and ask: What is this called? This is _________. Tell me a school tool and tell me what it is used for. (Pair-Share and call on non-volunteers) Teacher Note: Method of Delivery

Teacher Guided: Fine Motor Skills Writing Handbook p. 6 Block 5: Performance & Rotational Activities Rotational Activity 1 Teacher Guided: Fine Motor Skills Writing Handbook p. 6 Rotational Activity 2 Self-Portrait: My Feelings Rotational Activity 3 Likes and Dislikes (Animals) Click the to go directly to the activity. Teacher gives directions for each rotational activity. Teacher Note Materials: Handwriting Workbook p. 6 and give a pencil to each students. Directions: Show students how to hold a pencil. Model the directions stated in the workbook. Materials: Print out this slide and give pencil and crayons to each students. Directions: Teacher/assistant models drawing how they feel today. Students draw a picture showing how they feel. Materials: Print out this slide and give pencils and crayons the each students. Directions: Teacher/assistant models drawing animals in both columns. Students draw pictures of animals they like and dislike in the proper area.

Sing Head, Shoulders, Knees and Toes used number 1962 Brain Break Click on the wheel to spin. This activity will take about five minutes. Teacher Note Wheel of FUN Activity 1 Sing ABC Song (Teacher sings along with students. Refer to alphabet song) 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)

Reading Comprehension Strategies ACELY 1650 & 1679 Block 6: CAP/Reading Comprehension Teacher Instructions: This slide appears throughout the week. Select one or two stories 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 for Term 1. 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?” Starting School (2013) by Jane Godwin & Anna Walker, Viking, Penguin Group (Australia) Possum Goes to School (1992) by Melanie Carter, Childerset Eight (2006) by Lyn Lee & Kim Gamble, Omnibus Books Please Play Safe (2006) by Margery Cuyler, Scholastic, Incorporated 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?

Tell me one thing about the story we read. Block 7: Closing Provide sentence frames, if appropriate. (Example, I learned the school tool _____.) Teacher Note Tell me one thing you learned about feelings and what you like and dislike. Tell me one thing about the story we read. What school tool did you learn about? Use the words I see in a sentence. “I see ______.”