Digital Learning Review

Digital Learning Review
Year 1 - Term 4, Day 35 Digital Learning 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 sounds. Daily Review
Review different letter sounds and letter patterns. Select a poster to review. R-Controlled Letter Pattern Poster 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

stop right through over only not thank then much help day long which
Block 1: Opening Daily Review High-Frequency Words stop right through over only not thank then much help day long which tell know never why come full also of 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 segment and blend words.
Block 2: Phonemic Awareness (Segment and blend 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 ________ 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. Medial sound is the middle sound. Remember the Concept feet rain team bell shell chain mad three brain cliff fern 12 car 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. /feet/ Students repeat the word. Alternate between teacher and students five times. Teacher says, “Let’s say the sounds in /feet/ - /f/ /ee//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 feet? The beginning sound in feet is /f/.” Teacher asks the students, “What is the ending sound in feet? The ending sound in feet is /t/.” Ask students the following question if the word construction is cvc: “What is the medial sound? The medial sound in feet is /long e/ .” Then, teacher blends the word /fffeeeet/. Alternate between teacher and students five times. Teacher and students say the word /feet/. Alternate between teacher and students five times. Teacher Note: Method of Delivery

We will make new words. Make a new word. co_e- coa-
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. co_e- coa- coa/t coa/ch coa/l co/ne Students are practising making a new word with the long o sound (o_e, oa) by changing ending sounds. Say the word (seat). Teacher and students alternate five times. Teacher separates the sounds by saying the first sound and vowel together then ending sound: coat t. Teacher and students alternate five times. Teacher will say, “Now, we will change the last sound in coat with /ch/. Now say coa ch.” Teacher and students alternate five times. Say the new word coa ch = coach. Continue to change sounds to make new words such as /ch/ in coach to /l/ to make coal; /l/ in coal to /n/ to make cone. 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# 2105 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.)

We will read the text. Solving Math Problems
Block 3: Phonics/Letter Formation (Read the text.) 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 Select one text from this week’s reading: In the Garden or Crabs. Click the title to go to that text. Make sure each student gets a separate handout of the text selected. Read the text as a group. Select a student to read one sentence or one page at a time. Student then chooses a different student to read the next sentence (popcorn reading). Continue until the text is read. Also, consider breaking students into groups or by partners. Students can read each other the text. Teacher Note We will read the text. In The Garden Crabs Throughout the story, have students answer comprehension questions: What is the title of the book? Who is the author of the book? Name a character from the book. Was there more than one character? What was the story about? Retell me something that happened. How did you feel about the story? Name a fact for the text. What is the purpose of the text? Is the text fiction or non-fiction? 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? by Hanna Mars by Stephen Neer

In the Garden by Hanna Mars Solving Math Problems
Block 3: Phonics/Letter Formation – We will read the text In the Garden. 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 text, there are phonics (green box) questions, comprehension (red box) questions and definitions (purple box). Some words are colour-coded. The green words in the story 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. Teacher Note In the Garden by Hanna Mars What is the title of the text? 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?

What grows in a garden? Many kinds of plants grow in a garden.
Block 3: Phonics/Letter Formation – We will read the text In the Garden. 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. What grows in a garden? Many kinds of plants grow in a garden. Assist students in reading the word garden. Students may need help reading multisyllable words. Select five individual students to blend and segment the word plant. What is the beginning sound of the word? What is the ending sound of the word? Point to the high-frequency word many on the page. Teacher points to a high-frequency word and says, “Read this word to your partner.” 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? How do we know that the text is non-fiction? Comprehension

Vegetables are plants that grow in a garden.
Block 3: Phonics/Letter Formation – We will read the text In the Garden. 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. Vegetables are plants that grow in a garden. Explain to the students that a vegetable is a plant that is used for food. Definition Assist students in reading the words garden and vegetables. Students may need help reading multisyllable words. Read the sentence, “Vegetables are plants that grow in a garden.” Point to the high-frequency word are on the page. Teacher points to a high-frequency word and says, “Read this word to your partner.” 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 is a fact about gardens? Comprehension

Block 3: Phonics/Letter Formation – We will read the text In the Garden.
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 vegetable is a plant that is used for food. Explain to the students that a beetroot is a plant with a round dark red root that you eat. Definition Green beans, peas and beetroots are some of the vegetable plants that grow in a garden. Assist students in reading the words beetroot, garden and vegetables. Students may need help reading multisyllable and compound words. Does the word green have the hard g /g/ (insert sound) sound? What is another word on this page that has the hard g /g/ (insert sound) sound? Select five individual students to say the words green and bean. Do the words green and bean rhyme? What is another word that rhymes with green and bean? 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 vegetable means? Do the context clues green beans and peas help you figure out the meaning of the word vegetable? 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. Trees are plants that grow in a garden. Some trees make fruit or nuts that people can eat. Explain to the students that nuts are dry brown fruit inside a hard shell that grows on a tree. Definition Assist students in reading the words garden and fruit. Students may need help reading multisyllable words. Students have not learned that the letters ui make the long /oo/ sound. Read the sentence, “Trees are plants that grow in a garden.” Point to the high-frequency word people on the page. Teacher points to a high-frequency word and says, “Read this word to your partner.” 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 do some trees make? Comprehension

Some fruit trees that grow in a garden are apples, oranges and plums.
Block 3: Phonics/Letter Formation – We will read the text In the Garden. 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. Some fruit trees that grow in a garden are apples, oranges and plums. Assist students in reading the words garden, fruit, apples and oranges. Students may need help reading multisyllable words. Students have not been taught that the letters ui make the long /oo/ sound or the sounds double consonants make in the middle of a word. Select five individual students to blend and segment the words grow and plum. Does the word plum have a consonant blend? How do you know? Point to the high-frequency word that on the page. Teacher points to a high-frequency word and says, “Read this word to your partner.” 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? Do the images support the text by stating gardens have apple, orange and plum trees? 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 the word pretty means very nice to look at. Definition Some plants that grow in a garden are pretty. Plants that have flowers are pretty. These flowers are called sweet peas and roses. Assist students in reading the words pretty, flower and garden. Students have not been taught the letter y can make the long e sound. Students may need help reading multisyllable words like garden and flower. Ask students to read the words plant and kind. 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? Point to the high-frequency word some on the page. Teacher points to a high-frequency word and says, “Read this word to your partner.” 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 is pretty in the garden? Do the images show that flowers are pretty? Explain your answer. Comprehension

Plants, trees and flowers are all things that can grow in a garden.
Block 3: Phonics/Letter Formation – We will read the text In the Garden. 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. Plants, trees and flowers are all things that can grow in a garden. Assist students in reading the word garden. Students may need help reading multisyllable words. Ask students to read the word grow. Name two words that rhyme with grow. Tell me why they rhyme. If we changed the /g/ in grow to /k/ what word would we get? Point to the high-frequency word all on the page. Teacher points to a high-frequency word and says, “Read this word to your partner.” 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 is in a garden? Tell me a fact from the text. Did you like the text? Why or why not? Comprehension

Crabs by Stephen Neer Solving Math Problems
Block 3: Phonics/Letter Formation – We will read the text Crabs. 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 text, there are phonics (green box) questions, comprehension (red box) questions and definitions (purple box). Some words are colour-coded. The green words in the story 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. Teacher Note Crabs by Stephen Neer What is the title of the text? 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?

Block 3: Phonics/Letter Formation – We will read the text Crabs.
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 claw is the sharp curved part at the end of a leg of an animal. Definition This is a crab. A crab has ten legs. The front legs on a crab are called claws. Assist students in reading the word claws. Students have not been taught the aw /au/ sound. Help students read the word called even though they have been taught different ending forms (-s, -ed, -ing). Select five individual students to blend and segment the word front. What is the beginning sound of the word? What is the ending sound of the word? Point to the high-frequency word this on the page. Teacher points to a high-frequency word and says, “Read this word to your partner.” 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? Name one fact your learned about a crab’s leg. Comprehension

Many crabs have hard shells that keep them safe.
Block 3: Phonics/Letter Formation – We will read the text Crabs. 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. Many crabs have hard shells that keep them safe. Students may need help with reading the word shells even though they have been taught different ending forms (-s, -ed, -ing). Select five individual students to blend and segment the word hard. Does the word hard have the r-controlled /ar/ (insert sound) sound? Point to the high-frequency word them on the page. Teacher points to a high-frequency word and says, “Read this word to your partner.” 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 are the hard shells used for? 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. Most crabs walk or run on the bottom of the sea. Many crabs walk sideways. Some crabs can swim. Explain to the students that sideways means to move to the side. Definition Students may need help with reading the words sideways and bottom. Students have not been taught compound words or words with double consonants in the middle. Read the sentence, “Some crabs can swim.” Select five individual students to blend and segment the words crab. What is the beginning sound of the word? What is the ending sound of the word? Point to the high-frequency word some on the page. Teacher points to a high-frequency word and says, “Read this word to your partner.” 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? Does the image give us information about how a crab walks? Where do crabs walk? Comprehension

Crabs eat plants and animals. Crabs eat worms, clams and mussels.
Block 3: Phonics/Letter Formation – We will read the text Crabs. 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. Crabs eat plants and animals. Crabs eat worms, clams and mussels. Explain to the students that mussels are small sea animals with a soft body in a black shell. Definition Assist students in reading mussels. Students have not been taught to read multisyllable words or words with double consonants in the middle. Select five individual students to blend and segment the word worms. What is the beginning sound of the word? What is the ending sound of the word? What is the medial sound of the word worms? Select five individual students to say the word eat. Produce another word that rhymes with eat. 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? Name an animal crabs eat. 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. Crabs live all over the world. Crabs live in the sea. Crabs live in freshwater rivers and lakes. Explain to the students that fresh water has small amounts of salt. Definition Assist students in reading the word freshwater. Students may need help reading multi-syllable and compound words. Read the sentence, “Crabs live all over the world.” Select five individual students to blend and segment the word rivers. Does the word rivers have the r-controlled er /Әr/ (insert sound) sound? What is another word that has the r-controlled er /Әr/ (insert sound) sound? Read 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 is fresh water? What is an example of fresh water? 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. Crabs also live on land. They live in pits. The crabs dig pits in the sand or mud. Select five individual students to blend and segment the word land. What is the beginning sound of the word? What is the ending sound of the word? Do land and sand rhyme? How do you know? Point to the high-frequency word they on the page. Teacher points to a high-frequency word and says, “Read this word to your partner.” 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 do crabs dig? Why do crabs dig pits? Comprehension

Crabs are interesting animals.
Block 3: Phonics/Letter Formation – We will read the text Crabs. 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. Crabs are interesting animals. Explain to the students that the word interesting means something is cool or neat. Definition Assist students in reading the word interesting. Students may need help reading multi-syllable words. Read the sentence, “Crabs are interesting animals.” Point to the high-frequency word animal on the page. Teacher points to a high-frequency word and says, “Read this word to your partner.” 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 is the topic of the text? Name a fact from the text. Did you like the text? Why or why not? 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 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. 173 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 Words p. 51 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 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. 113 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

Story and Lesson Vocabulary
Block 4: High-Frequency Words & Voc. Development 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 Story and Lesson Vocabulary

Open Time: Teacher’s Choice
Block 5: Performance & Rotational Activities Open Time: Teacher’s Choice Review concepts and skills taught from the previous weeks.

We will explore digital text.
Block 6: CAP/ Reading Comprehension (Explore digital text.) Learning Objective Students will need access to a computer or computer lab to complete this lesson. Consider partnering the students into pairs or groups if computers are limited. Provide a website for students to explore for the extended thinking portion. Teacher Note We will explore digital text. Periodic Review 1 1 Listen for the directions. 2 Explore digital text using the mouse and keyboard. a Click on the link. b Use the navigation bar. Explore digital text. Digital text is written text found on the computer and Internet. A link is words or pictures that you click to find information. A link is underlined and highlighted. A navigation bar is used to move through the digital text. A navigation bar has buttons for moving back, forward or home. . Remember the Concept Type in the link: Science Kids (Students can also type the site name in a search engine.) Directions Teacher Notes Click on Experiments. Scroll the page looking at the experiments. (Allow students a few seconds to look at the page.) Click on Floating Eggs. Use the navigation bar, click the back arrow. (Students should return to the experiments page.) Click on Melting Chocolate. Use the navigation bar, click the forward arrow. (Students should return to the melting chocolate page.) Click the Home to return to the home page. Extended Thinking Go to a website provided by the teacher and explore using the navigation bar and links.

Block 6: CAP/ Reading Comprehension – Literature
Reading Activity Literature is types of writing. Fiction is not true. Fiction is a story. Non-Fiction is true. Poetry tells about feelings. A narrator is who is telling the story. A character can be the narrator. Character narrator uses I, me and my words. A narrator can be unknown. Unknown narrator uses he, she and they words. To describe characters is to tell what they are like. What characters do in a story tells what they are like: helpful, friendly, honest, etc. Predict is what will happen next. Remember the Concepts Spike 1. Spike is a super hero! 2. He has his own mask. 3. He has a red cape with a paw on it. 4. He proudly wears the cape around his neck. 5. Spike practises flying, punching and kicking. 6. Spike also practises using his cold breath and laser beam eyes. 7. Spike is flying through the sky and suddenly hears someone yelling help! 63 words 1. What type of literature is the text? A fiction B non-fiction C poetry 2. Who is the narrator of the text? A Character narrator B Unknown narrator 3. What will happen next? What will Spike do after hearing someone yell for help? A Spike will practise flying. B Spike will look for a bone. C Spike will go help that person. 4. Describe what Spike is like. A helpful B mean C evil 5. Retell something that happened in the story. Answers will vary.

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?” Up and Down (2010) by Oliver Jeffers, HarperCollins That Car (2015) by Cate Kennedy, Allen & Unwin Pty Ltd The Dragon’s Lie (2010) by Kum Lardner, HarperCollins Dry Bones (2007) by Barnie Watts, Franklin Watts Night Animals (2004) by Lorraine Horsley, Penguin Books Poems: Extra list of books: Imaginative Text: What is the purpose of the text? (to inform/ to entertain) Who is the character? What is the setting? Describe the plot. What is the problem? What is the solution? What did you like about the story? What did you dislike about the story? Informative Text: Name a fact from the text. What is the text about? 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 use context clues.
Block 7: Grammar (Use context clues.) Learning Objective Declare the Objective We will use context clues. What will we use? We will use_______. Grammar Workbook p. 62 Refer to the grammar workbook for daily activity. Teacher Note

Tell me something about the text In the Garden or Crab.
Block 8: Closing Provide sentence frames, if appropriate. (Example, I learned _______.) Consider asking comprehension questions from the story/text 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? Name a fact from the text. What was the purpose of the text? Teacher Note Tell me something about the text In the Garden or Crab. (Provide a word for the students to blend and segment.) Tell me about the text or story we read today. Use the high-frequency words through, right or stop in a sentence.

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