Foundation - Term 4, Day 41 Review Click here for the pacing calendar:

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 rocket 2 cook moon 4 star soil plant water 8 tree 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. /rocket/ Students repeat the word. Alternate between teacher and students five times. Teacher says, “Let’s say the sounds in /rocket/ - /r/ /o/ /k/ /e/ /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 rocket? The beginning sound in rocket is /r/.” Teacher asks the students, “What is the ending sound in rocket? The ending sound in rocket is /t/.” Then, teacher blends the word /rrroookeeet/. Alternate between teacher and students five times. Teacher and students say the word /rocket/. 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 moon have one syllable? (*make sure to emphasise the vowel sound) “Moon has only one syllable because ___________.” Why does the word rocket have two syllables? (*make sure to emphasise the vowel sounds) “Rocket 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 net rocket

2 2 2 Count syllables. Block 2: Phonemic Awareness window cactus
Skill Development & Guided Practice Count syllables. 2 2 2 window cactus garlic 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 (window). 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., win/dow). 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 her herb herd
Skill Development & Guided Practice Count syllables. 1 1 1 her herb herd 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. Explain to the students the word herd is a big group of animals that live together. Say the word (her). 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., h/er). 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 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: wait her snack he said star
Block 3: Phonics/Letter Formation – We will read the story To the Moon. 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: 131 words Teacher Note wait her snack he said star spot like when look all 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?

To the Moon by Katie Carmany Solving Math Problems
Block 3: Phonics/Letter Formation – We will read the story To the Moon. 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 To the Moon by Katie Carmany What is the title of the story? Who is the author? What do you think this story is about? 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?

Al likes to go on trips. He is on his way to the moon.
Block 3: Phonics/Letter Formation – We will read the story To the Moon. 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 his and way. Students have not been exposed to these high-frequency words and the long a spelling pattern ay. Ask five students to read the words trip or moon. 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? How many syllables do you hear in the word moon? 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? Who is the character of the story? Where is he going? Comprehension Al likes to go on trips. He is on his way to the moon.

Block 3: Phonics/Letter Formation – We will read the story To the Moon.
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 blasted and cannot. Students have not been taught different ending forms and also students have not learned compound words. Ask five students to read the words wait or rocket. Select five individual students to blend and segment the word. Teacher says, “Point to a high-frequency word on the page and read it to your partner. Then, get ready to read it to me.” Choose up to five students to read a high-frequency 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? Al got on his rocket and blasted off to the moon. “I cannot wait to get there!” said Al. What did the character get on? What did Al say? Comprehension

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 takes, way, will and catch. Students have not been taught the long a spelling patterns a_e or ay. Students have also not learned the letter pattern –tch or double consonants at the end of a word. Do the words her and star rhyme. How do you know? Teacher says, “Point to a high-frequency word on the page and read it to your partner. Then, get ready to read it to me.” Choose up to five students to read a high-frequency 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? On his way to the moon, Al takes out a net. “I need a gift for my mum. I will catch a star for her,” said Al. Where is the character? What is the character going to do? Is this part realistic or fantasy? How do you know? Comprehension

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 that a snag is a sausage. Definition Assist students in reading the words will and eat. Students have not been taught that words that end with a double consonant make one sound. Students have not been taught the long e spelling pattern ea. Ask five students to read the words snag or snack. 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? Next, Al cooks a snack. “A snag is a good snack. I will eat it all,” said Al. What does the character eat? Where is the character? Do the words give information about where the character is at? Does the picture give information about where the character is at? Comprehension

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 that a crater is a hollow hole on the ground made by an explosion or something hitting it. Consider showing pictures of a crater. Definition Assist students in reading the words find and crater. Students have not been taught the long i sound. Students also have not been taught the long a spelling pattern a_e. Ask five students to read the words took or map. 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? 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? After Al ate his snack, he took out his map. “Let’s look at the map to find a crater,” said Al. What did the character take out? What is the character looking for? Comprehension

Al found a crater. “I found it! I like the moon a lot,” smiled Al.
Block 3: Phonics/Letter Formation – We will read the story To the Moon. 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 that a crater is a hollow hole on the ground made by an explosion or something hitting it. Consider showing pictures of a crater. Definition Assist students in reading the words crater and smiled. Students have not been taught the long a spelling pattern a_e or words with different ending forms like –ed. Do the words spot and found rhyme? How do you know? 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 did the character find? What does the character like? Comprehension Al found a crater. “I found it! I like the moon a lot,” smiled Al.

“I had fun on the moon. Now, I will go on a trip to Mars!” said Al.
Block 3: Phonics/Letter Formation – We will read the story To the Moon. 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 now and will. Students have not been taught the double consonant letter pattern and ow letter pattern. Ask five students to read the words Mars or moon. 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? Where is the character going now? Tell me something that happened in the story. Comprehension “I had fun on the moon. Now, I will go on a trip to Mars!” said Al.

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. 169

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. 56 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. 94 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 computer words.
Block 4: High-Frequency Words & Voc. Development Learning Objective Declare the Objective We will read computer words. What will we read? We will read _______. Concept Development Consider going to the computer lab or bringing a computer into the classroom to show students a computer. 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 computer has many parts. keyboard monitor mouse tower screen speakers printer Point to a vocabulary word and ask: What computer part is this? This computer part is________. Checking for Understanding Skill Development & Guided Practice Have five students respond to the statement: Point to a computer part and ask, “What computer part is this?” (Pair-Share and call on non-volunteers) Teacher Note: Method of Delivery

Teacher Guided: Phonics Activity Rotational Activity 2 Read sentences
Block 5: Performance & Rotational Activities Rotational Activity 1 Teacher Guided: Phonics Activity Rotational Activity 2 Read sentences Rotational Activity 3 Teacher Guided: Bingo Rotational Activity 4 Teacher Guided: Write about an experience 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: Teacher/Assistant asks students to read the words from the word bank. Have students read the story with the blanks. Teacher says, “Choose a word from the word bank that best fits the story and write it on the line. Then, reread the story with the filled-in words.” Materials: Print out the slide and give a die to each student or students can share the die. Directions: Have each student roll a die. Whichever number the die lands on, the student will read that sentence to the teacher/assistant. Note: students may read the same sentence multiple times. Materials: Print out slides three through eight. Provide students with 20 markers such as beans, rice, etc. Give each student a Bingo card. These pages must be printed single-sided. Directions: Cut the high-frequency cards and shuffle them. Then, call out one word at a time. Each player covers the word that is called out with a marker. As they do, chant the spelling of that high-frequency word. The first student with a row or column covered with markers calls out, “Bingo!” Materials: Print out this slide and give a pencil and crayons to each student. Tell students they will write about their first day of school. Consider brainstorming ideas before writing. Directions: Ask the students to write about their first day of school. Students should write between two to four sentences. 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 student draw a picture about their first day of school. Prior to the activity, create an example for the students.

Reading Comprehension Strategies ACELY 1660, ACELY 1659
Block 6: CAP/Reading Comprehension Teacher Instructions: This slide appears throughout the week. Select one or two stories. We have provided a suggested list below, but feel free to select a different book. Prior to each story, review CAP, define unknown words and make predictions. After reading the story, have students respond orally to the questions provided or refer to the “Respond to Text” poster. 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. Reading Comprehension Strategies ACELY 1660, ACELY 1659 Suggested Story Choices Respond to Text Poster ACELT 1583 CAP Discuss the front cover, back cover, author, illustrator and title of the book before reading. Define difficult or unknown vocabulary words Picture Walk Discuss the pictures in the book, if available. Guide the students in a discussion of what could be going on based on the pictures. Have students make a prediction. Examine the cover illustration and read the title of the book. Using the title and illustration, ask students, “Can you predict what this book is about?” Possum Magic (1991) by Mem Fox, Voyager Books. Who Sank the Boat? (1996) by Pamela Allen, Puffin Books. In the Tall, Tall Grass (1995) by Denise Fleming, Square Fish. In the Small, Small Pond (1998) by Denise Fleming, Henry Holt and Co. Jump, Frog, Jump (1989) by Robert Kalan, Greenwillow Book. List of books: 1 Imaginative Text: What is the purpose of the text? (To tell a story or to tell facts) Who is the character? Name an event. Name a big event. How did the character make you feel? How did the story make you feel? Informative Text: Name a fact from the text. What is the main idea? 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?

Tell me what happened in the story, To the Moon.
Block 7: Closing Provide sentence frames, if appropriate. (Example, I learned _______.) Consider asking comprehension questions from the story or text 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 what happened in the story, To the Moon. How many syllables do you hear in the words: moon, trip and crater? Retell me something about the story or text we read. Name a computer word. Use the high-frequency words this and so in a sentence.

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