Foundation - Term 4, Day 42 Review.

Foundation - Term 4, Day 42 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 make new words. Make a new word. -ell
Block 2: Phonemic Awareness (Make new words.) Learning Objective To make new words, change the beginning sound. Remember the Concept We will make new words. Skill Development & Guided Practice Make a new word. -ell b/ell f/ell w/ell sh/ell Students are practising making a new word by changing beginning sounds. Say the word (ball). Teacher and students alternate five times. Teacher separates the sounds by onset and rime: b/ell. Teacher and students alternate five times. Teacher will say, “Now, we will change the /b/ in bell to /f/. Now say f/ell (onset/rime).” Teacher and students alternate five times. Say the new word f/ell=fell. Continue to change sounds to make new words such as /f/ in fell to /w/ in make new word well and /w/ in well to /sh/ to make the new word shell. Effective Feedback: If students answer incorrectly, or do not have a response, de-escalate by repeating the beginning sound and by segmenting by onsets and rimes. Teacher Note: Method of Delivery

We will make new words. Make a new word. fi-
Block 2: Phonemic Awareness (Make new words.) Learning Objective To make new words, change the ending sound. Remember the Concept We will make new words. Skill Development & Guided Practice Make a new word. fi- fi t fi sh fi x fi zz Students are practising making a new word by changing ending sounds. Say the word (fit). Teacher and students alternate five times. Teacher separates the sounds: fi t. Teacher and students alternate five times. Teacher will say, “Now, we will change the /t/ sound to /sh/ make new word. Now say fi sh.” Teacher and students alternate five times. Say the new word fi sh= fish. Continue to change sounds to make new word such as changing /sh/ in fish to /ks/ to make the new word fix and change/ks/ in fix to /z/ to make new word fizz. Effective Feedback: If students answer incorrectly, or do not have a response, de-escalate by repeating the ending sound and by segmenting. Teacher Note: Method of Delivery

We will recognise rhyming words.
Block 2: Phonemic Awareness (Recognise rhyming 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 What will we do with words? We will ________. Declare the Objective We will recognise rhyming words. Guided Practice Rhyming words have the same ending sound. Concept Listen to the set of words. Do the words rhyme? yes or no How do you know? 1 quest test 2 slide rice 3 broom bloom 4 saw claw draw 5 shell smell sweet 6 kick lick slip yes no yes 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? yes no no

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? 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 sentence, “Al likes to go on trips.” Select five individual students to blend and segment the word trip. 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? What does Al like to do? Where is he going? Is this text fiction or non-fiction? How do you know? 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 students have not learned compound words. Ask five students to read the sentence, “Al got on his rocket and blasted off the moon.” Select five individual students to blend and segment the word rocket. 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 rocket? 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. Where is Al going? Can you infer how Al is feeling? How do you know? happy sad mad 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 star and her 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. What did Al do when he got to the moon? What is he going to catch for his mum? What kind of gift do you give your mum? 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 sentence, “Next, Al cooks a snack.” Teacher says, “Point to a word on this page that has the short oo sound. Read it to your partner and get ready to read it to me. Choose up to five students to read the word. Name a high-frequency word on the page and say it in a silly voice. 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 is a snag? Can you eat a snag like Al? 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. Teacher says, “Point to a high-frequency word on this page and read it to your partner and get ready to read it to me.” Choose up to five students to read 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 is a crater? Why did Al look at his map? Can you look at a map like Al? 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. Teacher says, “Point to a word that has the letter pattern ou in it. Read it to your partner and get ready to read it to me.” Choose up to five students to read the word. Name a high-frequency word on the page and say it in a happy voice. 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 found a crater. “I found it! I like the moon a lot,” smiled Al. Point to the crater on the picture. Infer how Al feels. mad sad happy Comprehension

“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. How many syllables are in the word moon? Teacher says point to a word that has the ar sound in it and read it to your partner and get ready to read it to me.” Choose up to five students to read 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? “I had fun on the moon. Now, I will go on a trip to Mars!” said Al. Where is Al going? How did Al feel about his trip? How do you feel about the story? Tell me something that happened in the story. 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. 170

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. 57 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. 95 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. tall short big small soft hard hot cold 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 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.

Block 6: CAP/ Reading Comprehension – Informational
Reading Activity Literature is types of writing. Fiction is not real. Fiction is a story. Fiction has characters and an important event. Non-Fiction is real. Non-Fiction has facts. The main idea tells what all the sentences are about. We use one sentence to tell the main idea. The main idea is supported by details. Words give information about the text. Images are pictures that give information. Remember the Concept Earth and Mars 1. Earth and Mars are both planets but they are not the same. 2. Earth has one moon and Mars has two. 3. Earth has trees and grass; Mars does not. 4. Earth is bigger than Mars, but Mars has larger mountains. 5. Earth and Mars are different planets. 44 words 1 What type of literature is the text? How do you know? Fiction Non-Fiction 2 Is the main idea that Mars is a red planet? / 3 Is the main idea that Earth and Mars are not the same? / 4 Does the image give information that Earth has trees and grass? (oral response) 5 Do the words give information that Mars is red? (oral response)

We will determine how word order changes meaning.
Block 6: CAP/ Reading Comprehension (Determine how word order changes meaning.) Learning Objective The word order in a sentence can change the meaning. Concept We will determine how word order changes meaning. Periodic Review 2 1 Listen to the first sentence. 2 Listen to the second sentence. 3 What changed in the second sentence? (Pair-Share) 4 Determine how the word order changes the meaning of the sentence. “The word order changed the meaning __________.” Determine how word order changes meaning. 1 Sentence #1: The boat rows the boy. Sentence #2: The boy rows the boat. 2 Sentence #1: The cart pulled the donkey. Sentence #2: The donkey pulled the cart. 3 Sentence #1: A plum picked a farmer. Sentence #2: A farmer picked a plum. The boy and boat changed. The word order changed the meaning of the boat rows the boy to the boy rows the boat. The donkey and cart changed. The word order changed the meaning to the donkey pulled the cart instead of the cart pulled the donkey. A famer and plum changed. The word order changed the meaning to a plum picked a farmer instead of a farmer picked a plum. Extended Thinking Draw a picture to show the meaning of the first sentence. Draw a picture to show the meaning of the second sentence. A tree plants a girl. A girl plants a tree.

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. Do the following words rhyme? moon, spoon, room How does word order change the meaning of a sentence? Name a descriptive word. Use the high-frequency words ran and saw in a sentence.

Foundation - Term 4, Day 42 Review.

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