Year 1 - Term 4, Day 12 Different Texts.

Year 1 - Term 4, Day 12 Different Texts

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

R-Controlled Patterns /air/
Block 1: Opening Click here to hear the sounds. Daily Review R-Controlled Patterns /air/ -air hair stair chair Review r-controlled patterns. Select five sounds to review daily using this slide or the posters provided throughout the terms. New posters are available for term 4. Consonant Blend Poster (beginning and ending blends) Letter Pattern Poster (with /ow/: ow/ou & /oi/: oi/oy) Short and Long oo Poster Silent Letter Poster The Letters C and G Poster Double Consonant Poster Digraph & Trigraph Poster Long Vowel Poster (Remind the students that the long u has two sounds: long u and /oo/. ) Teacher Note: Method of Delivery

long which tell know never why come full also of than once has an from
Block 1: Opening Daily Review High-Frequency Words long which tell know never why come full also of than once has an from every any could as too or Teacher selects five or more high-frequency words to review. Select the words based on student needs and time. Consider creating a word wall with all the high-frequency words taught up to term 3. 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 the 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 identify and produce rhyming words.
Block 2: Phonemic Awareness (Identify and produce 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 ________ and ________ words. Declare the Objective We will identify and produce 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? If no, which word does not rhyme? Produce a word that rhymes. 1 cook, book, pool 2 chain, train, brain 3 burn, fern, fire 4 chair, hair, air Part 1 Read the series of words. Teacher asks, “Do the words rhyme? Yes or no?” Teacher says, “How do you know?” Provide sentence frame: “The words rhyme because ____________.” If the words do not rhyme teacher says, “Which word does not rhyme?” Read the series of words for the students again. Allow students to say the words, too. Then, ask the students to produce a word that rhymes with the other words. “Produce a word that rhymes with cook and book.” Part 2 Teacher says, “Listen to the words: rake and lake. Produce a word that rhymes with rake and lake.” (Call on 4-5 non volunteers to produce a third rhyming word. Students should say all three words such as rake, lake, bake.) Effective Feedback: If students answer incorrectly, or do not have a response, de-escalate by providing other rhyming words. Teacher Note: Method of Delivery no Answers will vary. yes no Answers will vary. 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 Listen to the set of words. Produce a rhyming word. 5 rake, lake 6 boat, moat 7 mow, snow 8 sheep, sleep Answers will vary. Answers will vary. Answers will vary. Answers will vary.

We will make new words. Make a new word. -eam
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. -eam s/eam t/eam dr/eam str/eam Students are practising making a new word by changing beginning sounds, digraphs and consonant blends can be used as beginning sounds. Explain to the students seam is where two pieces of cloth are stitched together. Say the word (seam). Teacher and students alternate five times. Teacher separates the sounds by onset and rime: s/eam. Teacher and students alternate five times. Teacher will say, “Now, we will change the /s/ in seam to /t/. Now say t/eam (onset/rime).” Teacher and students alternate five times. Say the new word t/eam = team Continue to change and add sounds to make new words such as /t/ in team to /d/ /r/ in dream and /s//t//r/ to make the new word stream. Effective Feedback: If students answer incorrectly, or do not have a response, de-escalate by repeating the beginning sound and by segmenting by onset and rime. Teacher Note: Method of Delivery

Wheel of FUN WOF# 1895 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 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 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 Wiggles Have students stand and do the wiggle: 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. Activity 6 Six Spot (Label six spots around the room from 1-6. Have students go to a spot of their choice. Roll the die. All the students at that number rolled must go back to their seats. Students that are left go to a new spot. Roll the die again until one student is left.)

glare square Say the name of the picture.
Block 3: Phonics / Letter formation (Read r-controlled 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 read? We will read ________. Declare the Objective We will read r-controlled words. Click here to hear the sound. Activate/Provide Prior Knowledge Students, all words are made from different letters and sounds. These words are made with a vowel and the letter r. When the letter r comes after a vowel, it changes the vowel sound. These words are called r-controlled. Now, we will read r-controlled words. Make the Connection Say the name of the picture. glare square There are five vowels: a, e, i, o and u. Remember the Concept 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? Read the name of the picture with the students. Explain to the students glare means to look at someone angrily for a long time. Teacher Note

R-Controlled Pattern – are /air/
Block 3: Phonics / Letter formation (Read r-controlled words.) Click here to hear the sound. Concept Development 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. R-controlled Pattern: When the letter “r” comes after a vowel, it changes the vowel sound. Emphasise to the students that the letter “r” must come after the vowel for it to be an r-controlled word. The letter “r” usually changes the sound of the vowel. The vowel is neither short nor long. The vowel makes a different sound or no sound at all, such as square. Teacher Note are /air/ square sh /sh/ shop R-controlled patterns with “are” are usually found at the end of words. Positional Frequency Say the sound of the r-controlled pattern –are. Is the r-controlled pattern –are in the word scare? Yes/No Is the r-controlled pattern –are in the word game? Yes/No Checking for Understanding lf /l//f/ golf R-Controlled Pattern – are /air/ hare mare 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? Not r-controlled words: reach, read, have

Does the word have an r-controlled pattern?
Block 3: Phonics / Letter formation (Read r-controlled words.) Click here to hear the sounds. 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 an r-controlled pattern? care cape dare bare 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? Explain to the students bare means not covered by clothes. Look at the word. Does the word have an r-controlled pattern? (Remind the students that r-controlled pattern words have a vowel then the letter “r” and that the pattern –are usually comes at the middle or end of words. Teacher then students; Pair-Share, call on non-volunteers, and use yes/no whiteboards.) Say the r-controlled sound –are. (Teacher says the r-controlled sound then students. Alternate between teacher and student five times; Pair-Share then call on non-volunteers.) Read the word. (Teacher uses smooth blending to read the word such as c(hold the –are sound), caaape, d(hold the –are sound) and b(hold the –are sound). Alternate between teacher and student 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 are - /air/ R-Controlled Pattern

1. Does the cat look scared of the dog?
Block 3: Phonics / Letter formation (Read r-controlled 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. Skill Development & Guided Practice 1. Does the cat look scared of the dog? 2. My cousin Alana cares for the plants. 3. My brother Joseph likes to stare at the paintings. 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? Look at the sentences. Read the sentence. (Teacher reads and students track. Then, teacher and students read together. Pair-Share then call on non-volunteers to read a sentence.) Teacher Note: Method of Delivery are - /air/ R-Controlled Pattern

Block 3: Phonics / Letter formation (Read r-controlled 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. Skill Development & Guided Practice White Wall Piper does not care for her new room. The walls are white and bare. She always glares at the walls of her room. It is like the room dares her to paint the walls. Piper is a little scared to paint the walls with colour. Instead, Piper will create a rare work of art on one of her walls. 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? Read White Wall . Read the text using r-controlled pattern -are sound to sound out the words. (Teacher reads and students track. Then, teacher and students read together. Pair-Share then call on non-volunteers to read a sentence.) Teacher Note: Method of Delivery are - /air/ R-Controlled Pattern

We will write r-controlled words.
Block 3: Phonics/Letter Formation (Write r-controlled 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 r-controlled words. What will we write? We will write _______. Declare the Objective Skill Development & Guided Practice Write words. 1 Trace the word. 2 Write the word on your own. 1 How did I/you trace the word? 2 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. 151 A verbal path for the letter is available in the appendix of the Handwriting Workbook. 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. 97 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

Describe means to tell about.
Block 4: High-Frequency Words & Voc. Development Lesson Vocabulary Describe means to tell about. Opinion is what someone thinks or feels about something. Vehicles carry people or things to places. Define any difficult words from the story or lesson that will be read today. Teacher reads the word first, and then students read the word. Teacher provides or reads the definition of the word, while students track with their fingers. Then, students read the definition with the teacher. Consider providing gestures for students, if appropriate. Teacher Note

Teacher Guided: Phonics Rotational Activity 2 Write sentences
Block 5: Performance & Rotational Activities Rotational Activity 1 Teacher Guided: Phonics Rotational Activity 2 Write sentences Rotational Activity 3 High-frequency words Rotational Activity 4 Teacher Guided: Write an informative text. 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: Ask the students to look at the picture. Say the name of the picture. What letter sound completes the word? Circle the letters that make that sound. Then, write the letters on the line and read the word. For example, say dirt. What sound completes the word? /Әr/. Circle the letters that make that sound. Students would circle the letters ir. Words: dirt, hair, shark, flower, surf, fork, storm and chair. Materials: Print out slides two and three and give a pencil and crayons to each student. Directions: Ask the students to write three to five separate sentences using the words from the word bank. 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. Prior to the activity, create an example for the students. Allow students to draw pictures when finished. Materials: Print out slides three through five. 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 slides seven and eight and give a pencil and crayons to each student. Tell the students they will write facts about the topic. Teacher needs to create a topic prior to the lesson. Give students a topic sentence. Directions: Ask the students to write facts about the topic. Students should write between three to five 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. Prior to the activity, create an example for the students. Allow students to draw something about the topic.

Dogs are the best pets! We will describe1 persuasive text.
Block 6: CAP/ Reading Comprehension (Describe persuasive text.) Learning Objective What will we describe? We will describe________. What does describe mean? Describe means __________. Declare the Objective We will describe1 persuasive text. Activate/Provide Prior Knowledge Students, you can tell me what you believe and don’t believe. Some people might believe cats are the best pets not dogs. Authors can also tell us what they believe about something. When authors tell us what they believe about something, it is called persuasive text. Now, we will describe persuasive text. Make the Connection Dogs are the best pets! Do you believe that? Why or why not? (Pair-Share) 1 tell about Definitions

Dogs 1. Dog are the best pet.
Block 6: CAP/ Reading Comprehension (Describe persuasive text.) Concept Development Explain to the students that persuasive text uses words like best and good. Teacher Note Persuasive text gets you to believe an opinion2. Persuasive text gives information that supports the opinion. Which is persuasive text? A Soccer is the best sport. B Soccer is a sport. In your own words, what is persuasive text? “Persuasive text gets _______________.” Checking for Understanding Persuasive Text Dogs 1. Dog are the best pet. 2. Dogs are friendly. 3. Dogs protect you. 4. Dogs can learn tricks words Not persuasive text: A dog is an animal. Tennis is a sport. 2 what someone thinks or feels about something Definitions

1. Whales are the best sea animals.
Block 6: CAP/ Reading Comprehension (Describe persuasive text.) Persuasive text gets you to believe an opinion2. Persuasive text gives information that supports the opinion. Explain to the students that persuasive text uses words like best and good. Concept Skill Development & Guided Practice 1 Read the text. 2 Describe the persuasive text. a What is the opinion of the text? (circle answer) b Use information from the text that supports the opinion. Describe persuasive text. The answer for step 2b will be oral. Step 2b can be any piece of information from the text. Teacher Note Whales 1. Whales are the best sea animals. 2. Whales can swim fast. 3. Whales can stay under water for a long time without breathing. 4. Some whales sing under water words 2 How did I/you describe the persuasive text? Checking for Understanding What is the opinion of the text? Whales are the best sea animals. Whales can swim fast. What information from the text supports the opinion? Answers will vary. Whales can stay under water for a long time without breathing.

We will identify class and subclass words.
Block 6: CAP/ Reading Comprehension (Identify class and subclass words.) Learning Objective Class is a group of things that belong together. The title tells the name of the group. Subclass words are the specific2 names of things that belong together. Concept We will identify class and subclass words. Periodic Review 1 1 Read the class titles. 2 Read the words. 3 Identify class and subclass words. a Circle the subclass words that belong to the first class. b Underline subclass words that belong to the second class. Identify class and subclass words. Extended Thinking Vehicles that Stay on the Ground Vehicles1 that Can Fly What class title do these things belong to? whale shark dolphin 1. bus 2. 3. car 4. aeroplane 5. train 6. helicopter spaceship Ocean Animals Land Animals 1 carry people or things to places 2 exact names of people or things Definitions

1. The dog runs. yes 2. Thomas and James. no 3. Walks home. no
Block 7: Grammar – Review Grammar Review A simple sentence always has a subject and a verb. The subject tells who or what does the action. The verb tells what the action is. Remember the Concepts Identify simple sentences. Say yes /no 1. The dog runs. yes 2. Thomas and James. no Verbs Subject cooks Riley thinks Eva runs the cat climbs the bird cries Mia barks Oliver laughs Mum 3. Walks home. no 4. Ella drinks. yes Identify what is missing from the sentence. Use a subject or a verb from the table to complete the simple sentence. Not all words from the table will be used. Answers will vary. 5. ___________sings. 6. __________reads. 7. The man ______. 8. The boy _____. Riley Oliver climbs laughs

Tell me something about the r-controlled pattern -are. Say the sound.
Block 8: Closing Provide sentence frames, if appropriate. (Example, I learned _______.) Consider asking comprehension questions from the story to review literary concepts such as: What is the setting? Who is the character? Describe the character. What is the problem? What is the solution? Teacher Note Tell me something about the r-controlled pattern -are. Say the sound. Tell me something about persuasive text. Use the high-frequency word day in a sentence.

Year 1 - Term 4, Day 12 Different Texts.

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Year 1 - Term 4, Day 12 Different Texts.

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