Year 1 - Term 4, Day 43 Review.

Year 1 - Term 4, Day 43 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

Term 1 Term 2 Term 3 Term 4 I see look a, the she, he play, go my, me
Block 1: Opening Daily Review High-Frequency Words Term 1 Term 2 Term 3 Term 4 I see look a, the she, he play, go my, me and, is you, to no, yes we, are him her say by how who when where what does ask in going many each some let call animal family man had they them boy girl people think live fly love fall give too or did as could any every from an has once than of also full come why never pull cold hot know tell which first before after long day help much then thank not only over through right stop number good take 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 (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 sun rock rake Earth class star shade three fun team cage 12 class 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. /sun/ Students repeat the word. Alternate between teacher and students five times. Teacher says, “Let’s say the sounds in /sun/ - /s/ /u//n/.” 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 sun? The beginning sound in sun is /s/.” Teacher asks the students, “What is the ending sound in sun? The ending sound in sun is /n/.” Ask students the following question if the word construction is cvc: “What is the medial sound? The medial sound in sun is /short u/ .” Then, teacher blends the word /sssuuunnn/. Alternate between teacher and students five times. Teacher and students say the word /sun/. Alternate between teacher and students five times. Teacher Note: Method of Delivery

Wheel of FUN WOF# 1922 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. Read the words: rock each planet from sun that
Block 3: Phonics/Letter Formation – We will read the text The Solar System. 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 read the text. Activate Prior Knowledge Students get a separate handout of the text. Students will read a text that is comprised of the letter sounds, letter patterns, ending forms and high-frequency words taught throughout the year. Throughout the text, there are sidebar notes. Please refer to these notes as you read the text. The table provides examples of the letter sounds, letter patterns, different ending forms, grammar and high-frequency words that will be seen throughout the text. Letter patterns: long a, consonant blends, er, ar, or r-controlled, digraph ck, th and ow. Letter sounds: r-controlled er and ur /Әr/, ar/ar/, or/or/, consonant blends, /ck/, /ow/, /th/ Text word count: 189 words Teacher Note Read the words: Letter Sounds and Patterns Different Ending Form Words High-Frequency words rock each planet from sun that name are star also 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?

The Solar System by Sadie Hudson Solving Math Problems
Block 3: Phonics/Letter Formation – We will read the text The Solar System. 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 The Solar System by Sadie Hudson What is the title of the text? Who is the author? What do you think this text 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?

Block 3: Phonics/Letter Formation – We will read the text The Solar System.
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 orbit means to move around something. Definition This is our solar system. It has a sun and eight planets. The eight planets orbit the sun. Each planet has a name. Assist students in reading the words planets and orbit. Students may need help reading multisyllable words. Select five individual students to blend and segment the words eight and name. What is the beginning sound of the word? What is the ending sound of the word? Point to the high-frequency word each 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 does our solar system have? How many planets are in our solar system? 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 centre means the most important thing. Explain to the students that star refers to a large ball of burning gas in space. Tell the students this kind of star is not the shape. Definition The sun is the centre of our solar system. The sun is a star. The sun is the largest thing in our solar system. Assist students in reading the words centre and largest. Students may need help reading multisyllable words. Students have not been taught the ending form –est. Select five individual students to blend and segment the words thing and sun. What is the beginning sound of the word? What is the ending sound of the word? Point to 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 the sun? 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 Mercury, Venus, second and planet. Students may need help reading multisyllable words. Ask five students to read the words first, made, and rocks. 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 from on the page. Teacher points to a high-frequency word and says, “Read this word to your partner.” Phonics Mercury is the first planet from the sun. Venus is the second planet from the sun. Mercury and Venus are made of rocks. 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 first planet in our solar system? What is the second planet in our solar system? What are Mercury and Venus made of? 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. Earth is the third planet from the sun. Mars is the fourth planet from the sun. Both Earth and Mars are made of rocks. Assist students in reading the word planet. Students may need help reading multisyllable words. Select five individual students to blend and segment the words third, Mars and both. What is the beginning sound of the word? What is the ending sound of the word? what is the medial sound of the word third? Point to the high-frequency word and 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 third planet in our solar system? What is the fourth planet in our solar system? What are Earth and Mars made of? 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 gas is made of chemicals. Definition Jupiter is the fifth planet from the sun. Saturn is the sixth planet from the sun. Jupiter and Saturn are made of gas. Assist students in reading the words Jupiter, Saturn and planet. Students may need help reading multisyllable words. Select five individual students to blend and segment the word made. What is the beginning sound of the word? What is the ending sound of the word? Point to 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 the fifth planet in our solar system? What is the sixth planet in our solar system? What are Jupiter and Saturn made of? 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 a gas is something that cannot be seen and is not a solid or liquid. It is like air. Definition Uranus is the seventh planet from the sun. Neptune is the eighth planet from the sun. Uranus and Neptune are also made of gas. Assist students in reading the words Uranus, Neptune, seventh and planet. Students may need help reading multisyllable words. Select five individual students to blend and segment the words sun and gas. What is the beginning sound of the word? What is the ending sound of the word? Point to the high-frequency word also 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 fifth planet in our solar system? What is the sixth planet in our solar system? What are Uranus and Neptune made of? Comprehension

The sun and eight planets make up our solar system.
Block 3: Phonics/Letter Formation – We will read the text The Solar System. 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. The sun and eight planets make up our solar system. Assist students in reading the word planets. Students may need help reading multisyllable words. Select five individual students to blend and segment the word our. What is the beginning sound of the word? What is the ending sound of the word? Point to 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? Name a fact about out solar system. What is the purpose of the text? Is it to inform, to entertain or to persuade? Explain your answer. 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. 181 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. 52 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. 118 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

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

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 a narrative. Click the to go directly to the activity. Teacher gives directions for each rotational activity. Teacher Note Materials: Print out this slide and cut out the words. Provide five baskets that are labeled long a, o, /ow/,/oi/, /Әr/. Directions: Students will read the word. Then, students will sort the word by its medial vowel sound (long a and o, /ow/, /oi/, /Әr/) into the correct basket. 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. Print single-sided. Give each student a pencil and slide five. Cut the words in slides three and four and place the words around the room. Directions: Have students walk around the room and identify words they know. Students will read and then write the words on the blank slide. After five to ten minutes, have students share the words they found with fellow classmates. Materials: Print out slides six and seven and give a pencil and crayons to each student. Tell students they will write a narrative/story. Directions: Ask the students to write a narrative. Students should write between four to six sentences. Remind students to include a beginning, middle and ending of the narrative. 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 and draw a picture for their narrative. Prior to the activity, create an example for the students.

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 3 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: Time FOR KIDS (Students can also type the site name in a search engine.) Directions Teacher Notes Click on AROUND THE WORLD. Scroll the page looking for the Australian flag and click on it. (Allow students a few seconds to look at the page.) Scroll the page. Use the navigation bar; click the back arrow. (Students should return to the Around the World page.) Click on another country’s flag. Use the navigation bar; click the forward arrow. (Students should return to the country they were just at.) Click on News to return home. Extended Thinking Allow students to use the navigation bar to look at TIME FOR KIDS website.

We will revise writing. Bones
Block 6: CAP/ Reading Comprehension (Revise writing.) Learning Objective Revise is to change writing to make it better. Delete sentences that do not belong to the topic. Add sentences when the writing needs more facts. Concept We will revise writing. Periodic Review 3 1 Read the writing. 2 Revise the writing. a Delete the sentence that does not belong. (circle) b Add sentences to put more facts in the writing. (circle) 3 Explain why you added that sentence. “The sentence was deleted/added because ____________.” Revise writing. Bones 1. Bones are part of the human body. 2. Bones hold you up, so you can move. 3. There over 200 bones in the body. 4. When all the bones are put together, it is called a skeleton. 5. Some people hang up skeletons during All Hallows’ Eve words 1. Which sentence does not belong to the topic? A. Sentence 2 B. Sentence 5 2. Which sentence could be added to the topic after sentence 1? Bones are hard and strong. Babies have soft bones. Extended Thinking Which sentence below can also be added to the text Bones. A. Animals also have bones. B. The thigh bone, is the biggest bone, and the ear has the smallest bones.

We will write a narrative.
Block 7: Grammar (Write a narrative.) Learning Objective Lesson was left blank for teacher and students to brainstorm ideas for the narrative. Fill-in the graphic organizer using the whiteboard. Please prompt students in creating a beginning, middle and ending, such as “What is Mick the shark doing?” Teacher Note We will write a narrative. Review 1 Look at the picture. 2 Read the setting and character name(s). 3 Using the picture, list the three parts. (write in table) a tell about the beginning (tells about the character and setting). b tell about the middle (tells the problem). c tell about the ending (tells the solution). Write a narrative. A narrative tells a story. A narrative: has a setting has characters has a beginning, middle and ending. Remember the Concept Setting Ocean Character Mick the Shark Events Beginning Middle Ending

__________________________________________________________
Block 7: Grammar (Write a narrative.) Review Lesson was left blank for teacher and students to brainstorm ideas for a narrative. Fill-in the graphic organizer using the whiteboard. Provide words in the Word Bank for the students. Teacher Note 1 Write a narrative. (use the events from the word bank) a tell about the beginning (tells about the character and setting). b tell about the middle (tells the problem). c tell about the ending (tells the solution). Write a narrative. A narrative tells a story. A narrative: has a setting has characters has a beginning, middle and ending. Concept ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________ Word Bank

We will edit your written narrative.
Block 7: Grammar (Edit written text.) Learning Objective Declare the Objective We will edit your written narrative. What will we do to the text? We will ______________. Explain to the students they will use the Narrative Checklist to edit their written story about Mick the shark. Teacher Note Skill Development & Guided Practice 1 Read the writing. 2 Edit the writing. (use the checklist; make any changes, if needed) a Look for the beginning, middle and ending of the story. (check) b Look for errors in capitalisation. (check) c Look for errors in punctuation. (check) Edit written text. Edit means to look for errors in your writing. Concept Narrative Checklist Has a beginning (characters and setting) Has a middle (problem) Has an ending (solution) Uses a capital letter at the beginning of each sentence. Uses a capital letter at the beginning of a person’s name. Uses ending punctuation.

To present means to talk in front of people. To present: Stand up
Block 7: Grammar (Write a narrative.) 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. Chef Frank likes to cook. Learning Objective Declare the Objective We will present a story. What will we present? We will present________ Concept Development Use your strong voice. Name one thing you do to present. In your own words, what does present mean? “Present means _____________.” Checking for Understanding To present means to talk in front of people. To present: Stand up Speak clearly Use your strong voice Read your story Provide more examples of stories that are presented such as dreamtime stories. Provide oral examples of speaking clearly and not speaking clearly. Refer to the Voice Levels Poster for “Strong Voice.” Use your strong voice and have students practise their strong voice with their partners. Teacher Note 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? Skill Development & Guided Practice Teacher reads the story to the class. Make sure to stand up, speak clearly and use your strong voice. Then, have the students practise reading their story for the previous lesson to their partner. Select five students to read their story to the class, if time allows. Teacher Note: Method of Delivery

Tell me something about the text, The Solar System.
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 is the purpose of the text? Teacher Note Tell me something about the text, The Solar System. Blend and segment the word Earth. What is the medial sound in sun? What is digital text? What does revise mean? Use the high-frequency words number, good and take in a sentence.

Year 1 - Term 4, Day 43 Review.

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Year 1 - Term 4, Day 43 Review.

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